Students play a familiar game with a creative twist and learn what makes a good reason! This class builds essential critical thinking skills in a fun and social way.  

We spend a few minutes at the start of class introducing ourselves with names, pronouns, and something that makes us laugh. Then we establish expectations for respectful interaction and go over what it means to state an opinion, give a reason, and agree or disagree. The bulk of the class is spent playing my very own Would You Rather...? game that I have created with words and pictures for accessibility. We take turns in order so everyone gets a chance. After one person shares which they rather and why, the next person shares if they agree or disagree and why. We agree or disagree with the idea, not the person. Finally, at the end of class, the children have a chance to ask me their own Would You Rather question! 

I was a Philosophy major in college, served as a teaching assistant for Logic 100 for 3 years in a row, and have taught Philosophy for Children since 2012. I have a Master of Arts in Teaching, completed an Advanced Practice Philosophy for Children course, and work full time at a primary school that is known nationally for its Philosophy for Children program. 

My teaching style is fun and firm. I am flexible and responsive to students' needs and interests while being clear about boundaries and schedule so children understand what to expect. 

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Why Philosophy for Children is important to me:  

Imagine if education was for exploration and the realisation of revolutionary ideas. Imagine if kids were taught to critically examine everything they are told, to form their own opinions based on evidence and their own ethics, and to defend their positions with sound logical reasoning. Imagine if kids were empowered to think for themselves and to challenge authority, cultural norms, and their peers in thoughtful, reasoned, and respectful ways. 

Imagine if all children were challenged to think and act intersectionally, to study how their privileges and challenges combine to affect how they interact with the world and the opportunities that they have. Imagine if all educators challenged themselves to do the same. 

Philosopher John Dewey is famous for saying “Education is not preparation for life. Education is life itself.” Imagine that school can be, as Dewey envisioned, a microcosm of a democratic society, empowering children to take charge of their learning community and strengthen their growth mindsets by really examining the underpinnings of their setbacks and figuring out how to change that with which they are unsatisfied.

Imagine: These children go out into the world equipped with the tools and confidence to challenge the injustice of the status quo and actually change society. Imagine: Every child knows how much they/she/he matters. Imagine: These children never learn to hate. These children grow into confident adults who never are inclined to put others down in order to validate themselves. Imagine this, combined with and nourished by creative expression and the written word. In my classrooms, this vision is my baseline goal, and it is why I do philosophy.