About Dialogue Works
Roger Sutcliffe is director of Dialogue Works, and one of the country's leading educationalists. He is President of SAPERE, the UK charity for promoting P4C, and former President of ICPIC, the International Council for Philosophical Inquiry with Children. Having graduated in Philosophy and Modern Languages at Oxford in the early 70’s, he taught first at primary level and then at secondary level until 1990, when he trained in P4C under Professor Lipman. He also trained in Rogerian (!) counselling back in the UK, before embarking on a freelance career, introducing P4C and Communities of Enquiry to teachers and others throughout the UK and, occasionally, abroad. He is the co-author of The Philosophy Club, and of Newswise, a current affairs resource, and has written for many journals and for www.p4c.com. He has also done consultancy work for a variety of organisations, including Antidote: Campaign for Emotional Literacy, The Helen Hamlyn / Open Futures Trust (for whom he wrote a handbook on Enquiry Based Learning), The Geographical Association, and the Cambridge International Exam board (for whom he designed an International GCSE, titled ‘Global Perspectives’). He is an outstanding facilitator of dialogue, with both large audiences and small groups.
Professor Karin Saskia Murris
Karin is Visiting Professor of Practical Philosophy and Ethics at the School of Education, University of Wales, Newport.
Karin is a national and international P4C pioneer in the use of picture books for teaching thinking, philosophy and ethics. She has trained under Professor Matthew Lipman at the I.A.P.C. in the USA and is one of few qualified mentors of new P4C trainers. She helped to set up the British training programme in P4C for the charity S.A.P.E.R.E. (www.sapere.org.uk) between 1992 and 2006. Karin is also an accredited socratic dialogue facilitator, philosophical counselor and is currently introducing, in collaboration with Dr Joanna Haynes, Dilemma Training - a method of ethical decision making - in primary, secondary schools, detached youth work and higher education after working with the method in business and public service contexts. She was trained by the European Institute for Business Ethics (EIBE) at the University of Nijenrode (NL). Since 2005, commissioned by the Higher Education Academy’s ESCalate, Karin and Joanna have been conducting Dilemma Training with directors of education departments and CETLs (Centres of Excellence in Teaching and Learning) at UK universities, and others in leadership positions in Higher Education.
She is the author of Metaphors of the Child's Mind, Philosophy with Picture Books and Storywise: Thinking through Stories and numerous articles and learned papers.
Karin has been member of the Executive Board of the Philosophy of Education Society of Great Britain, and she is on the editorial board of the magazine Teaching Thinking & Creativity and the US refereed journal Thinking: The Journal of Philosophy for Children.
Dr Joanna Haynes
Joanna Haynes is a senior lecturer in Education Studies at the College of St Mark and St John, Plymouth. She studied philosophy at University of Kent, Canterbury, and qualified as a primary teacher in 1976. She spent 16 years teaching in nursery and primary schools, first in Glasgow and then in inner city Bristol. She completed a Masters degree in education at University of Bristol before moving to Devon in 1992 to work in teacher education.
Joanna, a recognised SAPERE teacher trainer, has led many workshops and courses for teachers and student teachers on philosophy with children. Joanna has been involving primary school children in philosophical enquiry for the last eight years and this teaching provides the basis for her PhD studies, her co-authorship of the DialogueWorks teachers' resource, Storywise; Thinking through Stories, and her book Children as Philosophers, published by Routledge Falmer.
Steve Williams taught English and Media Studies for 14 years in secondary schools and served for five years as head of an English department. He helped to found SAPERE, the Philosophy for Children network in the UK, and was the first person in Britain to introduce P4C as curriculum subject in a secondary school. Over the years, he has worked with children of all ages in a wide variety of schools. He has helped many teachers to start Philosophy for Children through the courses and support he provides. He is also very interested in Readers Theatre, writing for learning and online education. He has been involved with national and international projects in these fields. He has worked for five years as a full-time senior editor for an educational publishing company, editing books and magazines including 'Teaching Thinking and Creativity', a well-respected publication with a world-wide reputation. He now works as a freelance teacher, writer, and editor and he’s returned to education part-time to work for a Master's degree in philosophy.
Graeme Tiffany has a background in environmental, outdoor and adventure education, youth work, community education and community development, principally in areas of high social disadvantage. Since 2000 he has been a freelance researcher, trainer, lecturer, education consultant and advisor on project development. Graeme has particular interests in youth social policy, democratic education, collaborative learning, participation and the use of philosophical tools to support learning; this led to him designing and now advising the Joseph Rowntree Foundation sponsored New Earswick Community Philosophy Project in York. Graeme is Vice-Chair of the Federation for Detached Youth Work and a director of a large voluntary sector community development organisation, Barca-Leeds. He is the author of Reconnecting Detached Youth Work (2007) and a number of articles and papers on youth work and education. He is a regular contributor at conferences and training events both at home and abroad.
As an Associate, Graeme has worked on the development and delivery of Dialogue Works' Mind & Muscle programme that uses the outdoors as a stimulus for dialogue. He is also involved in the promotion of Philosophy for Communities to support wider community learning, Community Cohesion and the democratisation of community involvement structures.
Martin Pollard is the Education Officer for CEWC-Cymru (Council for Education in World Citizenship – Cymru), a registered charity based in Cardiff. He is a trained secondary teacher and since 2004 has promoted links between Philosophy for Children, Personal and Social Education, and Education for Global Citizenship and Sustainable Development. This work has seen him deliver both in-service training and demonstration community of enquiry work in many different settings. Martin is particularly interested in how the P4C methodology can be applied to the curriculum in Wales, and how it can be maintained in the transition between primary and secondary education.
Roy van den Brink-Budgen
Roy van den Brink-Budgen has been involved in many aspects of Critical Thinking for over twenty years. He was Chief Examiner in the subject for most of the time that the subject has been assessed in Britain. He has taught Critical Thinking for many years, including working with a very wide range of students in schools and colleges around the country. These include students from Years 8-13, those on AS, A2, and AEA courses in Critical Thinking, and Aim Higher groups. He also ran the education programme in a juvenile offenders’ unit described by ‘The Daily Mail’ as a place that housed ‘the most dangerous young men in the country’. He introduced Critical Thinking to these young men, with considerable success. His major contribution to the development of the subject as one of growing importance in the curriculum is very well-known. He works with teachers throughout Britain and has delivered more INSETs in the subject than anyone else. His books and other media (CD-Roms and online course) are very widely used and commended by both teachers and students. He is a consultant to the University of Brunel’s Able Children’s Education Centre.
Alison Allsopp is a primary school practitioner of fourteen years and has taught in many schools across Hampshire at all keystages. Her interest in Philosophy for Children (P4C) started in her own classroom four years ago. Since then she has worked with teachers and children in other primary schools, in order to coach and model the P4C approach. She has trained under Professor Karin Murris, having completed the SAPERE Level 1, 2 and 3 courses, to enable her to become a registered SAPERE trainer.
She has relevant experience at School Management Level as a Deputy Head. She has been involved in core subject and overall curriculum development, particularly in supporting a school curriculum which emphasises the importance of thinking skills and creativity. She has practical experience of how Philosophy for Children can be incorporated easily into the curriculum as an effective learning tool. She has advised and supported schools in introducing P4C into the classroom and planning it into the curriculum in the longer term. She has now set up as a free-lance teacher and trainer to provide educational coaching and teaching and curriculum support to those new to Philosophy for Children.