Filoso-fare nell'epoca della pandemia: attualità e nuove sfide per la Philosophy for Children

2021 ◽  
pp. 230-29
Author(s):  
Lucia Dinacci
Keyword(s):  
Philosophy For Children

A partire dalle sfide e dalle criticità di fronte alle quali ci ha posto la situazione pandemica da Covid-19, in quest'articolo si esplorano le possibilità che il Curriculum della Philosophy for Children, attraverso lo specifico dispositivo educativo della Comunità di Ricerca Filosofica, potrebbe offrire non solo a livello didattico, ma anche a livello comunitario. La proposta della Philosophy for Children, che si esplicita nella pratica dialogica del filoso-fare, potrebbe permettere di riorganizzare l'esperienza pandemica in un nuovo orizzonte di senso e significato, recuperando, nel contesto di questa "nuova normalità" in cui alla riflessività si è sostituita un'azione di tipo emergenziale, una prospettiva orientata al valore e alla cura dell'altro. Inoltre si sottolinea l'importanza della dimensione latente della communitas, in quanto condizione originaria e presupposto trascendentale della nostra esistenza, facendola 2dialogare" con la Comunità di Ricerca Filosofica, considerata come modello ideale verso cui tutte le comunità dovrebbero tendere.

scholarly journals Philosophy for Children: the quest for an African perspective

2011 ◽  
Vol 31 (2) ◽  
pp. 246-256 ◽  
Author(s):  
Amasa Philip Ndofirepi ◽  
Keyword(s):  
Philosophy For Children ◽  
African Perspective

Ascertaining the Critical Thinking and Formal Reasoning Skills of Students

1998 ◽  
Vol 59 (1) ◽  
pp. 9-18
Author(s):  
Tock Keng Lim
Keyword(s):  
Critical Thinking ◽  
The United States ◽  
Philosophy For Children ◽  
Cognitive Level ◽  
Formal Reasoning ◽  
Concrete Objects ◽  
Reasoning Skills ◽  
Matthew Lipman ◽  
Set Up ◽  
The Relationship

Ascertaining the critical thinking and formal reasoning skills of students With the critical thinking movement gaining momentum at all levels of education in the United States and other countries, many thinking programmes have been developed. A thinking programme that emphasises process, teaching students how to think, rather than what to think, is the Philosophy for Children (P4C) programme, currently carried out in Singapore. A child, according to Matthew Lipman, the founder of the P4C programme, can reason deductively and logically, using concrete objects. In his specially written stories for children Lipman translated the abstract formulations to reasoning in a concrete way that children could understand. To determine whether primary and secondary pupils in Singapore can reason and do philosophy, a study was set up in 1992 to ascertain their reasoning skills. Two instruments were used: the New Jersey Test of Reasoning, developed in the early 1980s to evaluate the P4C programme, and the Test of Formal Reasoning, written by P. K. Arlin to measure the stage of intellectual and cognitive level of the student: concrete, high concrete, transitional, low formal or high formal. This article reports the findings of the study concerning the relationship between critical thinking as measured by the NJTR and concrete and formal reasoning as measured by the ATFR.

scholarly journals Exploring the connections between Philosophy for Children and character education: Some implications for moral education?

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Andrew Peterson ◽  
Brendan Bentley
Keyword(s):  
Character Education ◽  
Moral Education ◽  
Critical Reflection ◽  
Values Education ◽  
Philosophy For Children ◽  
Potential Relationship ◽  
The Relationship ◽  
Made In

In this paper we are interested in the connections between Philosophy for Children and character education. In sketching these connections we suggest some areas where the relationship is potentially fruitful, particularly in light of research which suggests that in practice schools and teachers often adopt and mix different approaches to values education. We outline some implications of drawing connections between the two fields for moral education. The arguments made in this article are done so in the hope of encouraging further critical reflection on the potential relationship between Philosophy for Children and character education.

scholarly journals Philosophy for Children and the Incidence of Teachers’ Questions on the Mobilization of Dialogical Critical Thinking in Pupils

2017 ◽  
Vol 08 (06) ◽  
pp. 870-892 ◽  
Author(s):  
Marie-France Daniel ◽  
Karima Belghiti ◽  
Emmanuèle Auriac-Slusarczyk
Keyword(s):  
Critical Thinking ◽  
Philosophy For Children

scholarly journals A NECESSIDADE DO PENSAMENTO E O DESEJO DE COMPREENDER

RevistAleph ◽  
2017 ◽  
Author(s):  
Silvia Bevilacqua ◽  
Cecilia Maculan Adum ◽  
Guido Alberto Bonomini ◽  
Vanessa DellaPeruta
Keyword(s):  
Philosophy For Children

Nessa contribuição, pretende-se explorar alguns aspectos do horizonte representado pelo desejo de compreender e pela necessidade de pensar. Faremos tal exploração através de algumas reflexões em torno das práticas de filosofia em geral, tomando como ponto de partida a philosophy for children e for community em particular. A contribuição se desenvolve atravessando diversos planos: a tomada em consideração do texto cinematográfico como pretexto capaz de originar reflexões filosóficas; a possibilidade de colocar em questão; como exercício da filosofia pode ganhar consistência a partir de estímulos considerados não filosóficos em estrito senso; a colocação em foco de alguns aspectos políticos, éticos e filosóficos das práticas de filosofia em relação à condição existencial contemporânea. A contribuição está organizada de modo que cada questão levantada seja apresentada através de um quadro que deve (em tese) convidar a considerações ulteriores, dúvidas e reflexões juntamente à ideia de que essas e outras considerações possam permanecer como um canteiro em torno da experiência da filosofia.

scholarly journals el lugar de la deliberación en la filosofía para niños de lipman

2019 ◽  
Vol 15 ◽  
pp. 1-18
Author(s):  
Carmina Shapiro
Keyword(s):  
Community Of Inquiry ◽  
Initial Step ◽  
Philosophy For Children ◽  
Main Factors ◽  
The Way

For Lipman, Dewey's influence translates into a certain conception of and relationship between democracy, citizenship and education. The present work, however, does not focus so much on Lipman’s deweyan base -which has been fruitfully explored-, as in the particular articulation that Lipman made of those notions for his Philosophy for Children proposal. The way in which our author configures the Community of Inquiry (CI) puts Philosophy in a central but paradoxically secondary place. That is to say, in the CI Philosophy is articulated with the "democracy as investigation" in such a way that the scope of possibilities left to Philosophy is limited. We believe that one of the main factors of this limitation is the deliberationist conception of dialogue in the CI. This is what we will try to unravel here, as an initial step in a work that will require successive explorations.

scholarly journals reflexiones filosóficas entre madres adolescentes víctimas de maltrato infantil

2019 ◽  
Vol 15 ◽  
pp. 1-25
Author(s):  
Sonia Rosario Barraza flores ◽  
Homero López moreno
Keyword(s):  
Young People ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Life Experiences ◽  
Philosophy For Children ◽  
Family Development ◽  
Cognitive Changes ◽  
Academic Fields ◽  
Matthew Lipman ◽  
Unexpected Findings

This research was carried out in a classroom of the center of comprehensive family development (desarrollo integral de la familia, DIF) in the municipality of Durango, Mexico. The center trains young people in making crafts. From these young people, 13 teenage mothers ages 15-23, all victims of abuse as children, were selected. With this group, we implemented the philosophical-pedagogical proposal called "Philosophy for children and teenagers," first developed by the American philosopher Matthew Lipman. The main goal was to form a "community of inquiry," where through philosophical dialogue the participants developed cognitive skills, allowing them to share, in an ethical and moral dialogue, their life experiences within a democratic setting. The results were demonstrated through the disclosures made by the participants during the philosophical dialogues, We also recorded the cognitive abilities detected over 20 sessions. We contrast the results with the theories to demonstrate the participants’ cognitive changes. We also observed unexpected findings in other academic fields that facilitate ethical and moral thinking.

scholarly journals Can ‘Philosophy for Children’ Improve Primary School Attainment?

2016 ◽  
Vol 51 (1) ◽  
pp. 5-22 ◽  
Author(s):  
STEPHEN GORARD ◽  
NADIA SIDDIQUI ◽  
BENG HUAT SEE
Keyword(s):  
Primary School ◽  
Philosophy For Children ◽  
School Attainment
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