high school

Dialogue Across Time: Philosophy through Paradoxes

The fact that a famous philosopher expressed virtually the same thought as the student, but roughly 1600 years ago, was both exciting and validating for all of the students. Engaging with Augustine also allowed us to play around with different ideas collaboratively–to try them on and see what we thought rather than focusing on whether we agree or disagree with certain ideas or one another.

The Philosopher-in-Residence Program at Thurgood Marshall Elementary School

The PIR program responds meaningfully to the changing nature of the world we live in, constantly addressing new issues and topics for students to consider. … Students’ ideas, thoughts, and experiences will shape the future of our world. Helping them develop the tools needed to meaningfully explore developments whether they are sociopolitical or technological will ensure that the decisions we make as a society in the future will be well-founded and open to different perspectives and possibilities.

Building & Running a Philosopher-in-Residence Program

By Karen S. Emmerman, Philosopher-in-Residence at John Muir Elementary & PLATO Education Director How a Philosopher-in-Residence Program Works Yesterday, as I walked down the halls of John Muir Elementary school in the middle of year eleven as their Philosopher-in-Residence (PIR), I passed by students who greeted me with an enthusiastic “Dr. Karen! Are you coming Building & Running a Philosopher-in-Residence Program

Process > Product: Thoughts on How to Combat the Loser’s Blues

By Laurie Grady (HS English & Philosophy Teacher, Haverford Senior High School, PA) The concept of failure is so vast, so diverse, and so widespread, that it is impossible to examine comprehensively. Even within a limited scope, the abstruse and often formidable subject is one that most folks would like to avoid talking about–let alone Process > Product: Thoughts on How to Combat the Loser’s Blues