Thinking Moves - A Conversation with Roger Sutcliffe
Dec 10, 2023
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In this podcast, Roger Sutcliffe, a leading authority on Philosophy, discusses the importance of critical thinking and meta-cognition in education. Topics covered include the practice of philosophy for children, the significance of multiple perspectives, the interconnectedness of thinking and feeling, zooming in and out as a thinking technique, and embodied learning with hand gestures.
The Thinking Moves A to Z framework provides a comprehensive and accessible approach to developing metacognition and critical thinking skills.
Philosophy for children cultivates critical and caring thinking by engaging students in dialogical processes and exploring big ideas.
The community of inquiry model, based on creating a collaborative environment for scientific and philosophical inquiry, fosters critical thinking, reflection, and appreciation of diverse perspectives.
Deep dives
Using thinking moves to enhance metacognition and critical thinking skills
The Thinking Moves A to Z framework, developed by Roger Sutcliffe, offers a comprehensive and accessible approach to developing metacognition and critical thinking skills. The framework consists of 26 thinking moves, each represented by a different letter of the alphabet. These moves provide a common language for students and teachers to discuss and analyze their thinking processes. By learning and applying these moves, students can become more self-aware of their thought processes and make deliberate choices in their thinking. The framework emphasizes the importance of questioning, reflection, and weighing up different perspectives. It also encourages students to vary their thinking and consider different possibilities. The simplicity and completeness of the Thinking Moves A to Z framework make it a valuable tool for enhancing metacognition and critical thinking in various educational settings.
Philosophy for children: Developing critical thinking and caring thinking
Philosophy for children is not about teaching philosophical texts, but rather teaching the process of philosophizing. It cultivates critical thinking and caring thinking in students by engaging them in dialogical processes. By framing philosophical questions and exploring big ideas, students develop their ability to think reflectively, consider different perspectives, and critically evaluate information. Philosophy for children goes beyond teaching facts and content, but instead focuses on deepening understanding, appreciation, and valuing of the world. It encourages students to engage in thoughtful, reasonable, considerate, and reflective practices, cultivating skills that are essential for effective communication and embracing diverse perspectives.
The power of community of inquiry in fostering understanding and critical thinking
The community of inquiry, a concept originated by Charles Peirce, provides a valuable model for learning and developing critical thinking skills. By creating a community of scientific and philosophical inquiry, students engage in dialogue and exchange of ideas, developing their ability to listen, reason, and understand different perspectives. This community fosters unity and common purpose while emphasizing the importance of critical thinking, reflection, and appreciation of different viewpoints. It allows students to challenge assumptions, examine biases, and demonstrate care in their thinking. The community of inquiry encourages the development of an open-minded and growth-oriented mindset, where students become lifelong learners adept at questioning, evaluating, and appreciating different ideas.
The Thinking Moves A to Z: Enhancing thinking skills through a structured framework
The Thinking Moves A to Z framework provides a structured approach to enhance thinking skills in students. The framework consists of 26 thinking moves, each represented by a different letter of the alphabet. By learning and practicing these moves, students develop the ability to think critically, reflectively, and creatively. The framework enables students to vary their thinking, consider different perspectives, and delve into deeper understanding. It also provides a common language for teachers and students to discuss and analyze their thought processes. The Thinking Moves A to Z framework promotes the importance of metacognition and self-regulation, allowing students to become more intentional and aware of their thinking.
Sensory engagement and embodied learning in the thinking process
The Thinking Moves A to Z framework recognizes the importance of sensory engagement and embodied learning in the thinking process. The move 'look, listen' encourages students to use all their senses to observe and gather information. This move recognizes that thinking is not limited to cognitive processes alone, but also involves sensory perception and bodily experiences. By engaging the senses and embodying the thinking process, students can deepen their understanding, make connections, and develop more holistic perspectives. The framework provides a practical tool for teachers to incorporate sensory engagement and embodied learning into the classroom, fostering richer and more comprehensive thinking experiences for students.
It’s hard to disagree that critical thinking is an essential skill for young people faced with a complex and uncertain future. And yet, everyone from everywhere on the pedagogical spectrum says that they’re developing it in their students!
So are they all succeeding?
What are the specific and explicit thinking moves that you are asking and guiding your learners to make?
How does this also develop metacognition and self-regulation?
Roger is one of the world’s leading authorities on Philosophy for Children (P4C) and philosophical education. Roger trained under Professor Matthew Lipman, the pioneer of Philosophy for Children (P4C), and @DialogueWorks with Nick Chandley to provide P4C training around the world, and developing Philosophical Teaching and Learning. https://dialogueworks.co.uk/philosophical-teaching-and-learning-ptl-pedagogy-for-the-21st-century/
He was a founder and President of SAPERE, the UK charity promoting P4C, and President of the International Council for Philosophical Inquiry with Children. He graduated in Philosophy and Modern Languages at Oxford, and has taught at primary and secondary level.
Roger has spent the last decade developing Thinking Moves A-Z www.thinking-moves.com, a transformative scheme scaffolding critical thinking for both teachers and students.
