In this article as a result of the "Therapeutic Chess" project, which is a new teaching technique designed with an interdisciplinary method on kindergarten-primary school children, the increase in ...children's interest in chess lesson and expressing themselves in mathematics, music, painting, puzzle solving, board games and philosophical level. It has been observed that the students' ability to learn how to act has increased, and it is aimed to contribute to the socialization, normalization process of children who have experienced trauma, to introduce this technique to more widespread use and to transfer it to teachers.
El presente articulo destaca el lugar de la propuesta de Filosofía para Niños (FpN) de Matthew Lipman y Ann Margaret Sharp en la educación contemporánea subrayando los postulados centrales de la ...misma, su pertinencia y tradición filosófica, así como líneas sugerentes para quienes quieran hacer de esta práctica una manera concreta para el filosofar dentro y fuera del aula. Los autores, líderes de centros de Filosofía para Niños en México, España y Colombia proponen un análisis FpN desde cuatro perspectivas: la delimitación y alcance de la propuesta, su dimensión comunitaria y dialogal, la construcción sólida del pensamiento y el rol del docente facilitador en las prácticas de Filosofía para Niños. Dicha estructura pretende abrir una reflexión en la manera como esta propuesta puede comprenderse como una práctica de educación filosófica y además una invitación para quienes quieran conocer sus alcances filosóficos y pedagógicos. Una provocación para hacer del aula una comunidad de diálogo y de la comunidad de diálogo un estilo de vida que redunda en un modo de ciudadanía democrática en el cual el pensar crítico, creativo y cuidadoso es punto de partida.
‘Philosophy in community’ projects provide powerful, immersive introductions to philosophical thinking for both children and tertiary students. Such introductions can jumpstart transformative ...learning as well as diversify who seeks out philosophy in the longer term, both in schools and in universities. Using survey responses from teachers, parents, participants, staff, and volunteers of two such programs—Eurekamp Oz! and Philosothon—we show how participants find value in engaging in communities of inquiry and philosophical thinking more broadly. We argue correspondingly that such philosophy in community projects are an asset to universities, both as highly successful university outreach programs and in offering high school, undergraduate, and postgraduate students mentoring and employment opportunities utilising their growing philosophical skills. For these reasons, philosophy in community programs provide alternative and supplementary pathways into sustained philosophical thinking to those available within traditional philosophy in the classroom approaches.
The purpose of this study was to determine the effectiveness of training for "Philosophy for Children" on Moral development of sixth-grade male elementary students, in Educational District NO.6 in ...Tehran. The research was a quasi-experimental one with the pre-test and post-test design involving both experimental and control groups. The (statistical) population consisted of all sixth-grade male students of the Educational District No.6 in Tehran in October 2017, among them15 subiects were selected through convenience sampling method and were randomly assigned into two groups. The instruments of the Spiritual-Moral Development (1391) Scale measured both these groups(experimental and control) in the pre-test stage. Then, the experimental group were trained for P4C in 8 sessions using the educational package of stories for Iranian children, but the control group did not receive any training. The above tools were used in both pre-test and post-test stages. The data was analyzed by means of one-variable covariance analysis. The results showed that the implementation of the independent variable caused an increase of the scores on moral development in comparison with the control group.One of the main goals of the philosophy program for children and adolescents is to strengthen thinking in childhood. Accordingly, the training of wise, self-conscious, precise, responsible, moral, social, researcher, critical, self-critical, and ... persons will be accomplished by this program.
Philosophy for children is one of the most important and comprehensive approaches to teaching children how to think. It uses various methods such as games, movies, animations, discussions, and ...stories to teach children how to think philosophically. One of the tricks that can be used as an effective means to achieve the goals of this program is the category of "humor". On the one hand, humor is related to the themes of philosophy for children, such as democracy, moral virtues, creative and critical thinking, social interaction, discourse and routine experiences of children, and on the other hand, it is close to Iranian humor culture and spirit, which will have a positive and effective function in the philosophy program for children. Humor can also play a role in increasing the literary richness of such stories, attracting the children of the audience' and influencing them through philosophical stories without disturbing the functions of philosophy by playing a role in characterizing, releasing and reinterpreting signs in children's philosophical stories for children and contributing to achieving the goals of this program. Extended Abstract Philosophy for Children is one of the most effective new curriculum and educational approaches currently being voluntarily implemented in 150 countries around the world. In this program, various methods such as games, films and animations, discussions and stories are used to teach children how to think philosophically. The main tools used in this program are stories and the community of inquiry. The stories should be written in terms of philosophical richness and literary richness according to the standards of philosophy for children. Philosophical richness refers to the philosophical content and literary richness refers to the charm of a story to attract children's attention. In this study, the category of humor was introduced and the function it can have for the philosophical and literary richness of Fabak's stories as well as for the development of the Community of Inquiry. On the one hand, humor establishes a connection with the topics of philosophy for children, such as democracy, moral virtues, creative and critical thinking, social interaction, discourse, and daily experiences of children, because humor requires being in a group and being influenced and affected in a pleasant way. and on the other hand, it is close to the culture and humorous spirit of Iranians, and for this reason, it will have a positive and effective function in the philosophy program for children. because the alignment of the methods used in the Fabak program with the culture of the audience is one of the requirements for the successful implementation of this program. In discussing the literary richness of stories, humor, by creating philosophical characters, releasing and decoding symbols, plays an effective role in increasing the literary richness of these types of stories, attracting children and influencing them from philosophical stories. These characteristics make humor an effective element in the philosophy program for children, which effectively achieves its goals without disrupting the philosophical and literary richness of this program.
In this paper, we pause to assess a long-standing and ongoing outreach programme by King’s College London and The Philosophy Foundation. In it, philosophy students at university are recruited and ...trained to facilitate philosophy sessions for pupils who go to schools with high rates of free school meals. This paper describes every stage of that programme, from the recruitment and training of students to the difficulties that can accrue along the way. It also argues that the programme has a benefit which is underappreciated and understudied in the literature on philosophy in schools, which is that it fosters cultural capital among the pupils who participate in it. As such, the paper serves both as a proof of concept for a high-quality, cost-effective philosophical outreach programme and as an impetus for further research into the effects of such programmes.
The purpose of this study is to investigate the effectiveness of teaching philosophy to children on the psychological flexibility of male elementary school students in Marivan. This paper is a ...quasi-experimental study with a pretest-posttest design with a control group conducted with the aim of applying the results. The statistical population included all elementary school students in the city of Marivan during the 2017-2018 academic year. Using the available sampling method, 50 male students were selected and divided into two experimental and control groups. The participants answered the Acceptance and Action Questionnaire (AAQ-II) before and after the training. 17 45-minute sessions (one session per week) Philosophy for Children (p4c) were presented using native language stories. The educational package included stories selected from the narratives of Iranian authors such as Rumi, Saadi, etc. The collected data were analyzed using SPSS 21 software and analysis of covariance. The results of covariance analysis showed that Philosophy for Children program was effective in influencing students’ psychological flexibility. Overall, according to the results, it can be said that Philosophy for Children education enhances students’ psychological flexibility by strengthening discussion and challenging students’ thinking.
Background: Philosophy programs can improve a broad range of students’ individual and social competencies. Aims: The current research was conducted to determine the effectiveness of philosophy for ...children program on academic incivility and academic engagement of sixth-graders in elementary schools in Borujen, a city in Chaharmahal and Bakhtiari province of Iran. Method: A pre-test/post-test control group design was performed in this quasi-experimental study. The population consisted of all male sixth-graders in elementary schools in Borujen city, of whom 40 subjects were selected through a random cluster sampling and randomly divided into experimental and control groups. The participants were then given the intervention program of philosophy for children (Cam, 2001) for ten 60-minute sessions. The research tools included Clark et al (2015) the academic incivility questionnaire and the Reeve academic engagement questionnaire (2013). Data analysis was performed using a multivariate analysis of covariance. Results: It was observed that the philosophy for children program significantly decreased academic incivility and increased academic engagement of the sixth graders (p< 0/001). Conclusions: Such finding suggest that implication of philosophy for children program in educational settings can positively influence the academic engagement and academic incivility
This paper explores an important yet overlooked aspect of Philosophy for Children (P4C): how children experience competitiveness in the Community of Philosophical Inquiry (CPI). It describes a ...qualitative case study conducted with 76 young people (aged 8-17) involved in CPI dialogues in formal and informal educational settings in Canada and New Zealand. Interviews and video observation revealed that participants often experienced dialogues as competitive exchanges in which ‘winning’ consisted of convincing others, while giving in to others’ opinions was associated with defeat and disappointment. Participants recognised the potential dangers of competitiveness, notably the epistemic risk of excluding alternative perspectives and the social risk of damaging their relationships. Participants often successfully managed competitive dynamics by remaining engaged and open-minded. The last part of the paper discusses these findings in relation to theoretical work in P4C, notably Kennedy’s (1997) notion of the CPI as a ‘place of agon.’ Further, it argues that we should rethink the role of competitiveness in the CPI while remaining mindful of its risks, notably by considering its potential as a motivational drive and its place within a larger process of inquiry.
