Development of thinking and language skills through philosophy: A case study in Hong Kong

Development of thinking and language skills through philosophy: A case study in Hong Kong

• Lam, Chi Ming The Education University of Hong Kong

Cambridge Journal of Education, 2020

Routledge

2020

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time

Philosophy in Schools Philosophy for Children English Language Proficiency Critical Thinking Creative Thinking Hong Kong

• Hong Kong

• 1997.7 onwards

• Secondary Education

This article reports the results of a study that assesses the effectiveness of a Philosophy in Schools (PIS) programme in developing students' thinking skills and English competence in Hong Kong. In the study, training and support were provided for three Integrated Humanities (IH) teachers to enable them to teach PIS to their Secondary 3 English as a Second Language (ESL) students. The students were found to be capable of reasoning and arguing in a competent way about philosophical problems arising from various stimuli prepared by their teachers according to the IH curriculum. PIS was also found to play a major role in promoting the students' critical and creative thinking and to enhance the development of their English language proficiency to a significant extent. The findings of this study suggest that integrating philosophy into the IH curriculum can promote critical thinking, creative thinking and English language proficiency in ESL students. Copyright © 2020 University of Cambridge, Faculty of Education.

• English

Journal Articles

• 0305764X

• 10.1080/0305764X.2020.1789065

https://bibliography.lib.eduhk.hk/en/bibs/a2379c39

2020-11-16