Further resources of P4ELT available at https://researchmap.jp/yu-kanazawa/P4ELT?lang=en This theoretical paper delineates the founding lines of facts behind the idea of P4ELT (Philosophy for English Language Teaching/Teachers/Trainees), a slogan of applying P4C (Philosophy for Children/Colleges/Communities) insights to EFL education. Previous theories and attempts in the fields of applied linguistics and foreign language education tend to have the following limitations. First, although deep active learning educational approaches that aim at fostering the 21st century skills (e.g., critical thinking, collaborating) have increasingly been appreciated, they usually focus mostly on the cognitive aspects and fail in organically integrating the affective aspects (Koul et al., 2021; Matsushita (Ed), 2018; Scoular & Care, 2018). Second, although many previous studies in language learning psychology have shed light on the affective aspects of learning, they have typically been trapped in the dualistic epistemology concerning the emotional valence, i.e., minimizing negative emotions such as anxiety while maximizing positive emotions such as enjoyment (Derakhshan, 2022; Dewaele et al., 2019; Wang et al., 2021). In reality, however, educationally important moments – such as aporia (Candiotto, 2015), epiphany (Denzin, 2014), and perezhivanie (Xu & Zheng, 2023) – are filled with subtle and elusive micro-level emotions that deny naïve identification as either positive or negative (Kanazawa, 2016). Furthermore, ambivalent epistemic emotions such as intellectual surprise constitute Triadic Emotions, which enable higher learning and development supported by rational, emotion-involved conduct (Kanazawa, 2022a). Interdisciplinarily integrating P4C insights, such as Lipman’s (2003) 3Cs into foreign language teaching will pave the way for better pedagogical frameworks and practices, as have been corroborated by the successful practical attempts in undergraduate dialogic ELT activities (Kanazawa, 2021; 2022b). Moreover, P4ELT could be another blue ocean in which philosophers and language researchers collaborate for better practices supported by more sophisticated theories (Chiba, 2023), ... and to prepare students well for the age of VUCA and increasing separation, with Peircean fallibilism in mind.

1. P4ELT:
Its Theoretical Background
Associate Professor (Lecturer), Osaka University
Project Leader & Coordinator, Fundamental Theory SIG, LET Kansai
Yu Kanazawa 金澤 佑
yu.kanazawa.hmt [at] osaka-u.ac.jp
yu.kanazawa.res [at] gmail.com
X (formerly Twitter) : @knzw783
#P4C (#哲学対話) × English Language Teaching (#英語教育) = #P4ELT Online Symposium (in English)
LET-FMT-SIG Meeting Saturday, March 23rd, 2024 1:30PM-4:30PM (JST: UTC+09:00) Venue: Zoom
1
外国語教育メディア学会 関西支部 基礎理論研究部会2024年3月例会（第12次 基礎理論研究部会第12回研究例会）（【哲学対話×英語教育】：P4ELT Day）
For further information:
https://researchmap.jp/yu-kanazawa/P4ELT?lang=en

2. Acknowledgement
∙This work is supported by Japan Society for the
Promotion of Science KAKENHI Grant-in-Aid for
Scientific Research (C), Grant Number JP22K00806
Epistemic Emotions in Foreign Language Learning
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-22K00806/
Section: Foreign language education-related (02100)
PI: Yu Kanazawa (金澤 佑)

3. Introduction
• This theoretical paper delineates the founding lines of
facts behind the idea of P4ELT (Philosophy for English
Language Teaching/Teachers/Trainees), a slogan of
applying P4C insights to EFL education.
Kanazawa, Y. (2024, March). LET-FMT-SIG
• Philosophy for English Language
Teaching/Teachers/Trainees

4. What is P4C?
• Philosophy for
Children/Colleges/Communities
• Philosophy for/with Children (P4wC)
Kanazawa, Y. (2024, March). LET-FMT-SIG
4

5. History of P4C
• Early 20th century
• The “Community of Inquiry (CoI)” concept for scientific
investigation was proposed by Charles Sanders Peirce, which
was extended to wider educational inquiry by John Dewey
• Sociocultural development theory proposed by Lev Vygotsky
• 1960s-1970s
• Mathew Lipman, Ann Margaret Sharp, and American
colleagues applied CoI & sociocultural approach to
K12 education, initiating P4C.
• Late 20th century ~ present
• P4C pedagogy spreading around the world; e.g., International Council
of Philosophical Inquiry with Children (ICPIC) [1985-]
Kanazawa, Y. (2024, March). LET-FMT-SIG 5

6. Countries practicing P4(w)C (Source: ICPIC)
Kanazawa, Y. (2024, March). LET-FMT-SIG 6
60 or more!
https://www.icpic.org/our-members/

7. A few examples of P4C institutions around the world
Kanazawa, Y. (2024, March). LET-FMT-SIG 7

8. P4C Official Practitioner Training Courses
• E.g., SAPERE (the UK)
Kanazawa, Y. (2024, March). LET-FMT-SIG 8
Yu Kanazawa:
Level 2A Certified P4C Practitioner
Completion in
August 2021
Completion in
April 2023
https://www.sapere.org.uk/our-courses/

9. Publication examples (International)
Kanazawa, Y. (2024, March). LET-FMT-SIG 9

10. Publication e.g. (Japan)
Kanazawa, Y. (2024, March). LET-FMT-SIG 10

11. Why P4ELT?
CLIL
Deep Active Learning
Communicative Approach
21st Century Skills
HOTS
Kanazawa, Y. (2024, March). LET-FMT-SIG 11
SEL

12. Point #1
• Previous theories and attempts in the fields of applied
linguistics and foreign language education tend to have
the following limitations.
• First, although deep active learning educational
approaches that aim at fostering the 21st century skills
(e.g., critical thinking, collaborating) have increasingly
been appreciated, they usually focus mostly on the
cognitive aspects and fail in organically integrating the
affective aspects (Koul et al., 2021; Matsushita (Ed),
2018; Scoular & Care, 2018).
Kanazawa, Y. (2024, March). LET-FMT-SIG 12

13. Point #1
Kanazawa, Y. (2024, March). LET-FMT-SIG 13
◎ Cognition
△ Emotion
https://magazine.chieru.co.jp/special/magazine-9049/
https://skyteach.ru/methods/lower-and-higher-order-thinking-skills-lots-and-hots/
https://www.icevonline.com/blog/what-are-21st-century-skills

14. Point #2
• Second, although many previous studies in language
learning psychology have shed light on the affective
aspects of learning, they have typically been trapped in
the dualistic epistemology concerning the emotional
valence, i.e., minimizing negative emotions such as
anxiety while maximizing positive emotions such as
enjoyment (Derakhshan, 2022; Dewaele et al., 2019;
Wang et al., 2021).
Kanazawa, Y. (2024, March). LET-FMT-SIG 14
Positive Negative
VS

15. Point #2
Kanazawa, Y. (2024, March). LET-FMT-SIG 15
positive neutral negative
Emotional Valence

16. Point #2 – an example
Kanazawa, Y. (2024, March). LET-FMT-SIG 16
Post on Facebook (March 22, 2024)
https://www.facebook.com/instituteofpositiveeducation/posts/pfbid02jXj7mLUCi1isCWKHVeKryA9HL2oQVkuKhq3CghbBLdPQQMjDqcM8u2QaHcpPqbFol

17. Point #2
• In reality, however, educationally important moments – such as
aporia (Candiotto, 2015), epiphany (Denzin, 2014), and
perezhivanie (Xu & Zheng, 2023) – are filled with subtle and
elusive micro-level emotions that deny naïve identification as
either positive or negative (Kanazawa, 2016).
Kanazawa, Y. (2024, March). LET-FMT-SIG 17
• In other words, authentic learning
experiences are not always involved
with positive emotions.
• Negative experiences may turn out to
be deeply positive in a long run.
• We need to go beyond the positive-
negative dichotomy – as well as the
pursuit of positive emotions.

18. 1. Monadic Emotions : Peircean Phenomenological Firstness
- omnipresence, potentiality, warp and woof of cognition, neuroscience
2. Dyadic Emotions : Peircean Phenomenological Secondness
- disturbing irrationality, dichotomy, passiveness, to be regulated, pathology
3. Triadic Emotions : Peircean Phenomenological Thirdness
- intellectual activeness, creativity, morality, elan d’amour, education
Point #2
• Furthermore, ambivalent epistemic emotions such as intellectual
surprise, confusion, and curiosity constitute Triadic Emotions,
which enable higher learning and development supported by
rational, emotion-involved conduct (Kanazawa, 2022a).
Kanazawa, Y. (2024, March). LET-FMT-SIG 18
Monad
Dyad
Monad
Dyad
Triad
Monad

19. Point #2
• An existing solution could be student engagement study and the
deep active learning approach
• They, however, do not provide cohesive pedagogy.
Kanazawa, Y. (2024, March). LET-FMT-SIG 19
Deep learning
Deep understanding
Deep engagement
Academic engagement
Behavioral engagement
Cognitive engagement
Affective engagement

20. The value of P4C insights
• The core concepts of P4C
(Lipman’s original 3C thinking)
incorporate both HOTS and
emotional caring (beyond positive-
negative dichotomous valence)
Kanazawa, Y. (2024, March). LET-FMT-SIG 20
Critical
Thinking
Creative
Thinking
Caring
Thinking
• There are accumulations of
both elaborate theories and
practical adaptations of
caring, critical, creative, and
collaborative thinking in P4C
authentic discussions.
http://21stcenturylearners.org.uk/?p=906

21. P4C pedagogical approaches and tools (examples)
Kanazawa, Y. (2024, March). LET-FMT-SIG 21
Good Thinker’s
Toolkit (aka
WRAITEC)
P4C Plain Vanilla
Concept Game
Fishbowl Discussion
Community Ball
Silent Dialogue
Image Removed
Image Removed
Image Removed
https://static1.squarespace.com/static/56e6e60320c647f82b32e0ce/
t/5ecac5cc642dba7bdd0a013a/1590347212703/TOOLKIT.pdf
https://p4chawaii.org/wp-content/uploads/PI-Good-
Thinker%E2%80%99s-Tool-Kit-2.0.pdf

22. Dialectical Silent Dialogue (Kanazawa, 2021)
• Kanazawa, Y. (2021). An attempt of applying
P4C to college English education using
Dialectical Silent Dialogue (DSD). Proceedings
of the 3rd Congress of the Japanese Society
for Philosophical Practice (pp. 12-13).
Japanese Society for Philosophical Practice.
• Downloadable worksheet at
https://www.researchgate.net/publicatio
n/379190200_Downloadable_Worksheet
_of_Dialectic_Silent_Dialogue_Kanazaw
a_2021
Kanazawa, Y. (2024, March). LET-FMT-SIG 22

23. Example: P4C Plain Vanilla (Hawai’i style)
• 1. Students read (or are exposed to
some sort of stimulus, such as art,
music, video);
• 2. Each student creates a philosophical
question in response to the reading
• 1) Use the Good Thinker’s Toolkit
• 2) Move beyond the “text” or use the text to
question a larger issue
• 3) something they truly want to think about
• 3. Students vote democratically on the
question they want to discuss. Each
student gets two votes and can place
them both on the same question or two
different questions. We typically just go
around the circle and let every student
vote.
• 4. Once the question is selected, the
students write a response to it. The
response should have some examples,
identify assumptions, seek clarification,
ask more questions…
• 5. The person whose question is
chosen begins the inquiry. They explain
where the question came from and
provide the first response;
• 6. Students and teachers use the
evaluation criteria to reflect on and
evaluate the inquiry.
Kanazawa, Y. (2024, March). LET-FMT-SIG 23
https://p4chawaii.org/wp-content/uploads/Plain-Vanilla-Steps.pdf

24. Community Ball • Mediating collaborative turn taking during classroom
discussion and inquiry using a community ball
• The rules of the community ball are:
1. only the person with the
community ball speaks,
2. the person with the community ball
chooses who speaks next, and
3. you always have the right to pass.
• These rules distribute power in the classroom, and ensure that all
of the classroom participants listen and have the chance to be
heard. Put into practice together, intellectual safety and the
community ball are instructional strategies that place value on
student voice. They help to ensure that the collaborative civic
relationships that students and teachers are building together
are in a constant state of being developed and nurtured.
Image Removed
Cf. http://www.c3teachers.org/wp-content/uploads/2014/10/Collaborative-Civic-Spaces-C3-Brief.pdf

25. Conclusion – from P4C to P4ELT
Kanazawa, Y. (2024, March). LET-FMT-SIG 25
• Interdisciplinarily integrating P4C insights and
pedagogical approaches into tertiary education
foreign language teaching will pave the way for better
pedagogical frameworks and practices that could
compensate for existing active learning approaches.
• × replacing 〇 compensating
• In fact, they have been corroborated by the
successful practical attempts in undergraduate
dialogic ELT activities (Kanazawa, 2021; 2022b).

26. Kanazawa, Y. (2024, March). LET-FMT-SIG 26
Previous P4ELT attempts (conference papers; 2021~)
Text removed Text removed
Text removed
Text removed
Text removed
Text removed

27. Kanazawa, Y. (2024, March). LET-FMT-SIG 27
https://www.researchgate.net/publication/3
72364652_Philosophical_Dialogue_in_Englis
h_Education_P4C_CLIL_and_P4ELT

28. Conclusion – interdisplinary blue ocean
• Moreover, P4ELT could be another blue ocean in which
philosophers and SLA researchers interdisciplinarily
collaborate for better practices supported by more
sophisticated theories (Chiba, 2023).
• ... and to prepare students well for the age of VUCA and
increasing separation, with Peircean fallibilism in mind.
Kanazawa, Y. (2024, March). LET-FMT-SIG 28
Indeed, one can transcend separation only
through sincere interactive thinking, not by
winning hearts and minds by convincing
them that one idea is right and the other is
wrong (Susan Gardner, 2009).
Image
Removed

29. References (excerpt)
• Candiotto, L. (2015). Aporetic state and extended emotions: The
shameful recognition of contradictions in the Socratic elenchus.
Etica & Politica, 17(2), 233-248.
• Chiba, M. (2023). [Review of the book Eigo gakushu no kagaku,
by T. Nakata & Y. Suzuki (Eds.)]. Tokyo Academic Review of
Books, 54. https://doi.org/10.52509/tarb0054
• Denzin, N. K. (2014). Interpretive autoethnography (2nd ed.).
Sage.
• Derakhshan, A. (2022). The 5Cs positive teacher interpersonal
behaviors. Springer.
• Dewaele, J, -M., Chen, X., Padilla, A. M., & Lake, J. (2019). The
flowering of Positive Psychology in foreign language teaching and
acquisition research. Frontiers in Psychology, 10, 2128.
• Gardner, S. T. (2009). Thinking your way to freedom: A guide to
owning your own practical reasoning. Temple University Press.
• Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge
University Press.
• Kanazawa, Y. (2016). Micro-level emotion as a factor of L2
vocabulary memory: The effect of lexical emotional valence on
incidental recall performance. Language Education & Technology,
53, 23-52.
https://www.researchgate.net/publication/305729873_Awarded_p
aper_Micro-
level_emotion_as_a_factor_of_L2_vocabulary_memory_The_effe
ct_of_lexical_emotional_valence_on_incidental_recall_performan
ce
• Kanazawa, Y. (2021). An attempt of applying P4C to college
English education using Dialectical Silent Dialogue (DSD).
Proceedings of the 3rd Congress of the Japanese Society for
Philosophical Practice (pp. 12-13). Japanese Society for
Philosophical Practice.
https://philopracticejapan.jp/workshop/2021%e5%b9%b4%e5%b
a%a6%e7%ac%ac3%e5%9b%9e%e5%a4%a7%e4%bc%9a/
• Kanazawa, Y. (2022a). Monadic Emotions, Dyadic Emotions,
Triadic Emotions: The 1-2-3 Emotion Model (Peircean
Kainopythagorean Phaneroscopic Model of Emotion) and the
fundamental questions to the Emotion-Involved Processing
Hypothesis. SAGE Advance.
https://doi.org/10.31124/advance.20486262
• Kanazawa, Y. (2022b). P4ELT: An attempt of applying P4C to
college English language teaching using Fishbowl Discussion
and Concept Game. Proceedings of the 20th Biennial
International ICPIC Conference: Day 2 (pp. 26-27). International
Council of Philosophical Inquiry with Children.
• Koul, R. B., Sheffield, R., & McIlvenny, L. (2021). Teaching 21st
century skills. Springer.
• Matsushita, K. (Ed.) (2018). Deep active learning: Toward greater
depth in university education. Springer.
• Scoular, C., & Care, E. (2018). Teaching twenty-first century skills.
In E. Care, P. Griffin, & M. Wilson (Eds.), Assessment and
Teaching of 21st century skills (pp. 145-162). Springer.
• Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching
and practicing positive psychology in second/foreign language
learning and teaching: The past, current status and future
directions. Frontiers in Psychology, 12, 731721.
• Xu, J., & Zhang, S. (2023). The effect of the cognitive–emotional
dialectic on L2 development: Enhancing our understanding of
perezhivanie. The Modern Language Journal, 107(S1), 161-178.
Kanazawa, Y. (2024, March). LET-FMT-SIG 29

30. P4ELT:
Its Theoretical Background
Associate Professor (Lecturer), Osaka University
Project Leader & Coordinator, Fundamental Theory SIG, LET Kansai
Yu Kanazawa 金澤 佑
yu.kanazawa.hmt [at] osaka-u.ac.jp
yu.kanazawa.res [at] gmail.com
X (formerly Twitter) : @knzw783
#P4C (#哲学対話) × English Language Teaching (#英語教育) = #P4ELT Online Symposium (in English)
LET-FMT-SIG Meeting Saturday, March 23rd, 2024 1:30PM-4:30PM (JST: UTC+09:00) Venue: Zoom
30
外国語教育メディア学会 関西支部 基礎理論研究部会2024年3月例会（第12次 基礎理論研究部会第12回研究例会）（【哲学対話×英語教育】：P4ELT Day）
Thank you
very much!
For further information:
https://researchmap.jp/yu-kanazawa/P4ELT?lang=en