scholarly journals Normatividade e descritividade em referenciais teóricos na área de ensino de Física

2021 ◽  
Vol 11 (1) ◽  
pp. 1-33
Author(s):  
Olavo Leopoldino da Silva Filho ◽  
Marcello Ferreira ◽  
Antony Marco Mota Polito ◽  
André Luís Miranda de Barcellos Coelho
Keyword(s):  
Matthew Lipman

Na literatura brasileira relacionada com aplicações didáticas em ciências, frequentemente se verifica que os fundamentos teóricos alegadamente empregados são escolhidos exclusivamente dentre teorias psicológicas de aprendizagem, sem, contudo, que elas sejam utilizadas com a devida propriedade. É possível que esse fenômeno seja uma consequência de um fato evidente: teorias psicológicas estão muito distantes da prática de sala de aula, pois elas foram desenvolvidas para cumprir uma função descritiva e não normativa. Neste trabalho, revisamos esse problema, defendendo a tese de que teorias psicológicas de aprendizagem jamais devem ser utilizadas fora do contexto de alguma teoria da educação, de modo que os fundamentos normativos sejam providos e a conexão com o contexto prático seja alcançada. Como exemplo, construímos uma relação entre a teoria de aprendizagem de David Ausubel e a teoria de educação de Matthew Lipman, mostrando como sua mútua articulação permite alcançar um referencial teórico mais eficiente. Analisamos, por fim, a importância da dimensão psicométrica como concretizadora do nexo entre uma teoria educacional e a(s) teoria(s) psicológica(s) de fundo.  

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 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.

Parrhesía y Pedagogía

2020 ◽  
pp. 281
Author(s):  
Katalina Soto Méndez
Keyword(s):  
Matthew Lipman

El propósito principal de este escrito será abordar la posibilidad de una educación parrhesiástica en la actualidad. La dificultad se presenta a la hora de considerar los métodos educativos contemporáneos, ya que estos poseen un enfoque práctico y controlador. Sin embargo, creo que la posibilidad de pensar una pedagogía parrhesiástica implica considerar otros métodos educativos, menos convencionales, en específico el del filósofo Matthew Lipman. Entonces, este artículo apunta a rescatar caracteres de la parrhesía presentes en dicho programa y notar la importancia de una formación con la presencia de la parrhesía.

COMUNIDADE DE INVESTIGAÇÃO FILOSÓFICA NO ENSINO MÉDIO DO IFMT- CAMPUS BARRA DO GARÇAS: UM PASSO EM DIREÇÃO A “EDUCAÇÃO PARA O PENSAR” DE MATTHEW LIPMAN

2020 ◽  
pp. 36-47
Author(s):  
Ivo Luciano da Assunção Rodrigues ◽  
João Luis Binde ◽  
Bianca Sobrinho Lima ◽  
Luiz Roberto dos Santos Corrêa Neto ◽  
Natália Lima Frank ◽  
...  
Keyword(s):  
Matthew Lipman

Philosophy for Children

2020 ◽  
pp. 25-57
Author(s):  
Kenneth B. Kidd
Keyword(s):  
United States ◽  
Children's Literature ◽  
Progressive Education ◽  
Children’S Literature ◽  
Children's Rights ◽  
The United States ◽  
Philosophy For Children ◽  
Literature And Philosophy ◽  
Matthew Lipman

Emphasizing the contributions of Matthew Lipman and Gareth Matthews, Chapter 1 examines the P4C movement, which promotes the idea that both children and children’s literature have philosophical tendencies. For P4C, to think philosophically means to think both critically and creatively. This vision of philosophy aligns with a similar understanding of theory. P4C got its start in the United States and has since spread to other countries and continents. At one point there were reportedly 5,000 P4C programs in the United States alone. P4C is enjoying a recent resurgence and continues to be influential worldwide. Chapter 1 examines the evolving use of children’s literature in P4C, as a way of understanding the mutualities of children’s literature and philosophy. P4C has helped to establish children’s literature as philosophical and ethical engagement, linking it with progressive education and children’s rights. It promises also to keep philosophy fresh for practitioners and the larger public. Contemporary PwC (philosophy with children) gives priority to the use of picturebooks.

scholarly journals the child and the p4c curriculum

2020 ◽  
Vol 16 (36) ◽  
pp. 01-26 ◽  
Author(s):  
Stefano Oliverio
Keyword(s):  
Second Step ◽  
Philosophy For Children ◽  
Matthew Lipman ◽  
The Way

In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: in the Cartesian modernity philosophy/science and childhood are at odds with each other. In the second step of my argumentation, I will show in what sense Dewey rehabilitates childhood and its form of experience by, thus, healing the rift between childhood and science (as his notions of inquiry and qualitative thought prove). This notwithstanding, Dewey was not ready to take the decisive step of thinking of a philosophy for children. Precisely by activating and developing the significance of qualitative thought, Matthew Lipman was able, instead, to progress beyond Dewey. In this perspective, I will show how Lipman and Ann Sharp, while walking in Dewey’s footsteps as far as their non-Cartesian interpretation of childhood is concerned, part company with him in their educational take on philosophy and on how this results in a revamping of the way of construing the Deweyan relationship between the child and the curriculum.

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