University of Washington Courses in Philosophy for Children
Philosophy for Children
Our relationship with the University of Washington Department of Philosophy allows us to offer courses for University of Washington graduate and undergraduate students in which students learn to lead philosophy sessions in K-12 classrooms, with supervision and mentoring from experienced instructors. Each year, we offer an introductory class in the fall and then a more advanced seminar for undergraduates, combined with a graduate seminar, each winter.
These classes focus on ways to establish classroom “communities of philosophical inquiry,” and university students develop an understanding of how to inspire philosophical discussions with K-12 students. The emphasis is on learning by doing, and each class session operates as a community of philosophical inquiry.
Sample Syllabi
Click the following links to view samples:
What Students Say
Our work was highlighted in the 2014 University of Washington Provost’s Report on innovative teaching approaches. Involvement in philosophy for children classes has inspired hundreds of undergraduates over the years.
Here’s what students say about the courses:
“During my time in this class I have had many realizations, one of them being that asking a question is the answer to all questions. I’ve taken away so much from this class much more than any other course I have taken at the University of Washington. I say this because this class encouraged me to be an individual and I felt that I was always pushed to think differently, as opposed to the usual classes here where you are graded by your ability to be smarter at something than someone else in this class. The class encouraged us not to be the same and we are embraced for our individuality. This class has taught me to ask questions and to realize that there are so many answers to one question, but the answers we seek are not to fulfill our need to know what’s right or wrong but to fulfill our curiosity about the nature of things.”
“This class has allowed me to chisel away at the cover that has hardened over my curiosity and imagination. I don’t know how I could possibly go about living ‘real life’ without using what I have learned in this class.”
“I think a new perspective on the very real ability of children to be philosophical, a deeper understanding of my own beliefs on subjects like life, death, compassion, time, and right and wrong, as well as new thoughts and perspectives about those same subjects generated by my classmates are some of the most valuable things I learned in the class.”
“If I had to choose absolutely one take away from this class, it is to try my best to completely listen to the points of others.”
Melissa Diamond is a second-year M.Ed student in the College of Education’s Social and Cultural Foundations program. In 2020, she graduated from the University of Washington with a B.A. in philosophy and a B.S. in computer science. Her research is in the philosophy of education, with a focus on the ethical questions surrounding environmental education in the context of global climate change. After serving as a PLATO graduate fellow last year, she is thrilled to continue doing philosophy with students this year. In her free time, Melissa loves to cook and bake, backpack, and work on improving her film photography.
Rotem Landesman is a second-year PhD student at the iSchool at UW. Her research looks at the considerations of designing technological interventions for children in the industry, their role in child and teen wellbeing, as well as the many benefits of critically examining technology and its advancements through philosophical praxis with children. Prior to attending UW, Rotem earned a B.A. in Communications at Reichman University, as well as a M.A. in Philosophy, Science and Digital Culture from Tel Aviv University. Rotem is excited about the opportunity PLATO presents to work closely with children, and is humbled to be a part of a program aimed at empowering young thinkers through philosophy.
Brian Tauzel is a PhD candidate in the College of Education, and the coordinator of the English Language Learners endorsement program for K-12 teachers. Before coming to Seattle, Brian taught English and social studies to teens from more than 50 countries at a newcomers high school in New York City. His current research focuses on civics teachers’ professional learning through dialogues with diverse immigrant youth. He is excited to join PLATO this year, and is looking forward to learning alongside young people through conversations and shared meaning making.
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