Cookies

We use cookies to ensure that we give you the best experience on our website. You can change your cookie settings at any time. Otherwise, we'll assume you're OK to continue.

School of Applied Social Sciences

SASS Staff

Publication details

Siddiqui, N., Gorard, S. & See, B.H. (2017). Non-cognitive impacts of Philosophy for Children. School of Education, Durham University.

Author(s) from Durham

Abstract

Schools are places where children can learn behaviour, skills and attitudes that have lifelong relevance, in addition to the formal curriculum of subjects. In England, despite a continuing emphasis on attainment, there are clear moves to consider also the wider and non-cognitive outcomes of schooling – such as pupils’ development of self-confidence, trust, critical thinking and civic-mindedness. However, there is little existing evidence on whether and how such non-cognitive outcomes can be improved through school-based interventions. This is a report of the evaluation of one such intervention - Philosophy for Children (P4C) - in terms of its possible non-cognitive outcomes.