p4cHI as Deliberative Pedagogy

Dr. Amber Makaiau participated in a multinational exchange, “Civic Education: Experiments in Higher Education,” which was sponsored by the Kettering Foundation this March. This multinational exchange brought together scholars, journalists, community leaders, and civil society practitioners that use a range of strategies designed to improve civil society by encouraging citizen participation and advancing knowledge of democratic societies. Dr. Makaiau shared how she creates opportunities for students in the College of Education to experience the p4cHI approach to deliberative pedagogy so that they are better equipped to apply a deliberative pedagogy to their future career as teachers.

SEED Grant

The UH Manoa Student Equity Excellence and Diversity (SEED) office has granted the Cultivating Cultures of Ethical Research Project $1500. The proposed project introduces a novel approach—a community of inquiry approach—to research integrity education in a multi-cultural environment. By engaging ethics trainees in intellectually safe alliances, the community of inquiry approach employs philosophical activity as a means towards thinking clearly and communicating effectively.

Dr. Makaiau to visit Hiroshima University

At the request of Dr. Norio Ikeno Amber was invited to participate in a guest lecture series at the University of Hiroshima titled, “The Importance of Education for Virtue, Character, Moral and Social Responsibility: How do People Learn Them?” This will include a trip to Tokyo and the Ministry of Education.

Lu Leng’s Dissertation Defense

Abstract: Studies have characterized high school students as bored, alienated, and disconnected with their class and the learning process. In order to address students’ learning needs, this study explores the impact of philosophical inquiry on the development of adolescents’ academic engagement and psychological well being, and adds to the scholarly research on Philosophy for Children Hawaiʻi. In determining an appropriate and holistic approach to investigating students’ learning experiences, this study involves multiple forms of data collection, specifically including surveys, student work, focus group interviews, classroom discussions, and reflective notes.

Applying both qualitative and quantitative methods, this study developed a deeper understanding of what classroom contexts, conditions, discourses, tools and practices promote positive adolescent learning experiences.

This research consists of two studies; the first study is a multiple case study, and the second study is a descriptive quantitative study. Through six real-life case studies and one cross case analysis, Study One developed a conceptual framework of student academic engagement in a philosophical inquiry class and summarized reasons why the participants engaged in learning and their perceptions of a meaningful life. First, students believed that maintaining a safe and positive classroom environment is a fundamental condition for learning. Second, they reported that asking questions, sharing ideas, listening attentively, thinking deeply, and making connections are the manifestations of an engaging classroom in the philosophical inquiry process. Third, students reported that they transcended their learning experiences by living a new philosophy.

In Study Two, findings related to the Philosophical Inquiry Questionnaire indicated that the philosophical inquiry participants’ global learning outcomes, including students’ abilities to engage in philosophical reflection, to make decisions, to be a responsible and ethical member of the community, and to show empathy to others was improved after the Philosophical Inquiry experience. The Sense of Coherence Scale results suggested that students’ global sense of coherence was improved as well. Participants reported that they made more sense of the world and the events that occurred in their daily lives. They believed that they were more able to manage resources to solve problems and make informed decisions. The most interesting finding in the Sense of Coherence Scale was that participants did not improve their Meaningfulness score, which implied that these adolescents were still in the process of figuring out their identities and what their future lives will hold.

Journaling and Self-Study in an International Research Collective

Parkour & p4cHI

The Uehiro Academy’s intern Ryan Roberts has started to spread some of the p4c philosophies with his peers! Here is what he has to say:

The community Ball has worked not only in p4c. The concept was also used in a club meeting at the University of Hawaii at Manoa. I have had an internship with the great people at p4c and I was able to use what I have learned and applied the community ball method for our first Parkour club meeting. The meeting was held at the student center. Since this was our first meeting, everyone in attendance was a stranger, so in order for us to properly introduce ourselves, I decided to use the group to build a community ball together.

The process involved the members sitting in circle, saying their name, hometown, parkour experience and their interest in the activity. While answering questions, the speaking participant was wrapping yarn around a cardboard tube. After everyone shared, we took the wrapped yard and tied the strings together to finally make a community ball.

Now, we use the community ball for all meetings, using it as a marker for whoever wants to share. The community ball can also be able to used to invite people to share within a group.

The community ball was used successfully with the college students at UH Manoa. The activity was well received; everyone enjoyed it very much. I was personally pleased that during our first meeting that we were able to build something together and further build our relationships together as a group.

-Ryan Roberts

Principal Buffy Cushman-Patz of SEEQS in Washington D.C.

p4cHI in Florida

In early February, Dr. Benjamin Lukey was hosted by the University of Northern Florida to conduct two p4c workshops for the University faculty and students and for local PreK-12 educators. The workshops introduced participants to the theories and practices of p4c Hawaii and helped local leaders and partners understand how UNF might help p4c grow within Jacksonville schools.

London International Conference on Education 2014

From November 10-12, Lu Leng, a doctoral candidate from the UH Manoa Educational Psychology Department, gave a p4cHI presentation at the 2014 London International Conference on Education. Her presentation “How philosophical inquiry helps high school students engage in their learning and find meaning in their lives” was well-received by audiences who acknowledged that the p4cHI program provided a good structure for classroom management.

p4c Hawaii inquiry in Himeji, Japan