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.
The aim of this study was to explaining and criticizing lipman’s approach in the Philosophy for children program of existential questioning perspective. The type of this research is qualitative and ...according to the purpose of this research, descriptive-analytical method was used to achieve and explain the purpose. The statistical population of the study included Lippmann related works on existential themes and articles and researches on this subject. For this purpose, to collect information, appropriate samples from sources related to the research topic were purposefully selected and to record the data, a receipt form was used and the data obtained during the research were continuously analyzed and interpreted. Based on the findings of the research, the themes of existence's attention to meaning, originality and responsibility have been considered in the philosophy for children curriculum. It is overlooked that this contradicts the two main ideals of the Philosophy for Children Curriculum, namely the creation of a safe environment for children to question freely as well as their emotional care.
Philosophy for Children (P4C) is a program developed by Matthew Lipman in the context of the philosophy of pragmatism and influenced by new theories of psychology, especially Vygotsky's. This program ...undoubtedly has philosophical presuppositions and principles about "being", "man" and "knowledge". Belief in a changing and evolving world, belief in the young rational human being, and the acceptance of dynamic knowledge in the P4C program indicate the specific worldview of this project and provide the basis for asking fundamental questions about the philosophical foundations of this program. An appropriate answer to these questions can be obtained by explaining the contexts of the emergence of P4C in the history of philosophy. With this kind of attitude, this article tries to explain the philosophical foundations of P4C in terms of "ontology", "anthropology" and "epistemology" from the point of view of the founder of this program, Matthew Lipman. it is concluded that according to Lipman, P4C 's presupposition of the world is a realistic view in which the world is evolving, and P4C 's young man has, according to John Dewey's pragmatic theory and Vygotsky's psychological theories, the capacity to philosophize, and this capacity must be nurtured from childhood, and P4C 's knowledge is true justified belief that develops as the child interacts with the world through experience and reason in the context of society.
This article qualitatively introduces the use of illustrations in children's books as a mediator of intellectual understanding and critical thinking. To show the importance of teaching philosophy ...with the help of illustration. A Philosophical teaching through picture books enables the development of children's cognitive abilities and it helps them to think and act according to the needs of the society in which they live. Regarding the teaching of philosophy to children, theorists such as Matthew Lipman have developed programs that have been used in recent years. In this article, in addition to the description of Lippmann's method, which emphasizes the literary text, the possibilities of teaching through illustration are examined. The data collection method of this research is based on the information obtained from the library study and internet search, which, while explaining the characteristics of imagery in teaching philosophy to children, selectively examines the relationship between concepts and images in two works by Silverstein and one by Wolff Erlbruch describes and analyzes. The findings show that the ambiguity of abstract forms in Silverstein's works, as well as the interpretability of color connotations in Erlbruch's works, can provide the possibility of questioning, thinking, and subsequently inner knowledge and, finally, the intellectual development of children and make them self-knowledge, self-improvement, and prepare a better society. In this way, it is necessary to pay special attention to all dimensions and elements of children's books so that a direct relationship between the book and the child is formed.
A review of the research literature showed that very few studies focusing on teacher development in the philosophy education approach for children have been reported. Therefore, according to the ...existing research gap in the country, the purpose of the present study is to investigate the role of Philosophy for Children in the professional development of teachers. The approach of this research is inductive and a qualitative method has been used to conduct it. The type of field research and case study method was used. The statistical population of the research was academic staff members and teachers who had research and teaching experience in this field. In the present study, 12 members were interviewed using the purposeful sampling method. Then the data obtained from them were analyzed through open, central and selective coding. The results of the research findings showed that teaching philosophy for children in self-knowledge, respect for others' opinions, reflection on one's own teaching, recognition of students' capacity, student-centeredness, transfer of teaching strategies learned in teaching philosophy for children to Other courses, development of thinking, development of facilitation, development of collaborative research, improvement of communication skills, development of culture, development of dialogue training, development of team work and generally have an impactful role in promoting the professional development of teachers. Considering the individual and social contributions of the method of Philosophy for Children, it is clear that the implementation of this approach will be useful in all educational levels from preschool to university.
Stripozofija za djecu Cerić, Elmana; Cerić, Haris
Metodički ogledi,
02/2023, Volume:
29, Issue:
2
Journal Article, Paper
Peer reviewed
Open access
Cilj ovoga rada je predočiti kako se jednim inovativnim pristupom nastavi filozofije može učinkovito odgovoriti zahtjevima propisanog kurikuluma, odnosno doprinijeti ostvarivanju očekivanih ishoda ...poučavanja, međupredmetne povezanosti, formativnom praćenju i vrednovanju učeničkih postignuća, kako bi se dosegnuli odgojno-obrazovni ciljevi predmeta. U ovome radu autori, razmatrajući strip kao svojevrstan nastavni medij, odnosno primjenu stripovne metode u nastavi, na primjeru jednog razrađenog scenarija za nastavni sat filozofije u gimnaziji pokazuju kako je moguće kombinirati stripozofski pristup nastavi filozofije s pristupom filozofije za djecu, koji imenuju »stripozofijom za djecu«. Filozofija za djecu kao i stripozofski pristup nastavi filozofije izrazito su komplementarni (imaju skandalonski i dijaloški karakter, potiču intelektualnu znatiželju učenika, razvijaju kritičko i kreativno mišljenje, stvaraju pozitivno i poticajno okružje za učenje), što omogućuje njihovo učinkovito kombiniranje.
The aim of this paper is to present how an innovative approach to teaching philosophy can effectively meet the requirements of the prescribed curriculum, and contribute to achieving the expected learning outcomes, interdisciplinary teaching and learning links, formative monitoring and evaluation of student achievements, to achieve educational subject goals. In this paper, the authors, considering comics as a kind of teaching medium, i.e., the application of the comic method in teaching, on the example of a scenario for a philosophy lesson in high school show how it is possible to combine a comics approach to teaching philosophy with philosophy for children. Philosophy for children as well as the comic book approach to teaching philosophy are extremely complementary (they are provocative and dialogical, stimulate students' intellectual curiosity, develop critical and creative thinking, create a positive and stimulating learning environment), which allows them to be combined effectively.
The authors of this essay have been committed practitioners and teachers of Philosophy for Children in a variety of educational settings, from pre-schools through university doctoral programs and in ...adult community and religious education programs. The promotion of critical thinking has always been a primary goal of this movement. But communal practices of critical thinking need to include other kinds of democratic conversation that prompt us to see others as full-fledged persons and to be curious about how our being in community with them makes growth and self-correction possible. As we continue to experiment and innovate in new contexts we see ourselves continuing the inquiry around expanding the inclusivity of conversations about basic human concerns. In this essay we describe an inclusive strategy called the story circle, that was first developed as a method of popular education in Denmark and was then adapted as a tool of social change among poor and dis-empowered American citizens in Appalachia. Story circles were later utilized in a philosophical living-learning community and most recently coupled with Lipman and Sharp’s dialogue method of the community of philosophical inquiry (CPI). The authors of this paper have combined story circles with the community of philosophical inquiry in a variety of contexts. In each iteration, telling one’s own story and listening carefully to the stories of others can be equally revelatory actions.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The main purpose of this qualitative study is to visualize the philosophy program for children (p4c) in Iranian primary education (policy, strategies and practice). The secondary purpose is to ...examine the informational and practical experiences, perceptions and feelings of specialists and elementary teachers of the representation and possibility of implementing a philosophy program for children in primary education in Iran. The method of qualitative research is phenomenography . Data were collected over two weeks through one-on-one interviews with 8 experts and 13 teachers involved in the FBQ program. Findings in three three-level descriptive categories; Policy-making, strategies, and implementation constitute the outcome space. Most of the interviewees considered these three levels necessary in the implementation of the FBQ program. As a result, this study suggests that phenomenography can be used as an evaluation tool to identify policies, strategies, and practices and to describe their structural aspects, which may serve as the executive framework of the FBQ program from marginal to thematic core and its sensitivity. Move that has never been thought of before. As a result, identifying the above challenges at three descriptive levels in finding solutions and solving obstacles and problems, will facilitate the implementation process and help achieve the goals of the FBQ program in primary education.
Matthew Lipman, the founder of the concept of philosophy for children, has selected the title of philosophy in the philosophy educational program for children different from the general philosophers’ ...understanding (perception). As far as it can be said that this concept basically cannot be situated in the semantic sphere of the philosophy or it is to a more limited extent than it. The present note with the descriptive-analytic method aims to study the philosophy program for children in relation to and at the level with the position of the philosophy science with emphasizing two components of meaning and subject of philosophy. Also, from the point of the Islamic teaching which teaching system of our country with following and influence of it is formed, it examines its necessity or unnecessity of philosophy teaching for children and its priority, too. The result shows that the philosophy meaning and subject matter in “philosophy for children” is different from its current meaning and subject matter in philosophy science which is being qua being. The subject matter of philosophy in philosophy for children is not going beyond the natural and social environment. Because this program emphasizes not paying attention to metaphysic subjects and issues. While metaphysics and its issues such as the issue of God have been of the basic subjects and it is the pivot of Islamic education. Also, the outcomes of the research show that there is no direct recommendation and order for philosophy teaching in Islamic education. But from the other side, it is not prohibited philosophizing. However, the priority of teachings in Islamic education is not philosophy teaching; the priority is to teach. but the priority is to teach the fundamental beliefs of Islam, religious beliefs, Islamic ethics and manners and training children. Therefore, philosophy for children is not in priority in the Islamic educational system.
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