“思想決定行為，行為決定習(xí)慣，習(xí)慣決定性格，性格決定命運(yùn)”英國(guó)教育學(xué)家培根的名言深入人心，彰顯了思想對(duì)個(gè)體成長(zhǎng)的重要性。在教育中，培養(yǎng)學(xué)生積極、獨(dú)立思考的品質(zhì)至關(guān)重要，而兒童哲學(xué)作為對(duì)學(xué)生思想形成的啟蒙，扮演著重要角色。

通過(guò)這一培訓(xùn)，外教們更深入地走進(jìn)了學(xué)生內(nèi)心世界，激發(fā)了他們的思維，培養(yǎng)了他們的獨(dú)立思考能力，為他們的思想成長(zhǎng)提供重要支持和引導(dǎo)。

I think the philosophy behind P4C and UOI align themselves together to go hand in hand.  The implementation of P4C is a structure that can help us in our UOI lessons in the making as well as in the classroom.

I do feel as though many of us here have been doing P4C already without knowing it and without the same kind of structure given in the P4C program but with some of the practices and benefits.  Having now attended the P4C training I feel more self-assured in what I have already been doing in UOI and the classroom and hope to continue practicing P4C and getting better at it.

The Philosophy for Children P4C training course was a very useful training tool and concept in that it gave me extra tools to encourage conversation between students. It will help me produce a more balanced class that encourages peer to peer conversation as opposed to teacher lead conversation. 

在P4C的指引下，小學(xué)全人部的外教們獲得了引導(dǎo)學(xué)生深入思考的技巧，為課堂注入了更多啟發(fā)性的內(nèi)容。

作為班主任，他們不僅僅是學(xué)科教師，更是學(xué)生們的引路人和伙伴，將批判性思維、交流技能、關(guān)懷思維和協(xié)作技能貫穿于日?；?dòng)中，與學(xué)生一同度過(guò)在校時(shí)光，讓思考成為校園生活的一部分。

每學(xué)期，外教們都會(huì)和小學(xué)全人部的學(xué)生一起走出校園，在更為廣闊的課堂中探索世界。