Examination of the Method of Mathew Lipman and the Role of Philosophy in "Philosophy for Children"

Document Type : Research Paper

Author

Abstract

Philosophy has gained a new meaning from the Lipman point of view, which has a particular role in applied philosophy in educational programs for children. The word philosophy in "philosophy for children" is used as the way of thinking, intended to familiarize children with the skills of understanding such as reasoning, true judgment, and acquiring the skills of social cooperation by analyzing the concepts of ordinary language to ultimately solve the problems of life. Lipman, following the Socrates pattern of critical thinking, with relying on the pragmatism, analytical philosophy, social and epistemic psychology, has found a new method of philosophizing for children, which is regarded as an innovative method from the philosophy of education perspective. In this article, referring to the influences of philosophers on Lipman, we explain his views concerning these skills.

Keywords


  1.  

    1. ­ابن طفیل، محمد بن عبدالملک، 1381، زنده بیدار، حی بن یقظان، محمدحسین فروزانفر، تهران، انتشارات علمی و فرهنگی.
    2. افلاطون، 1378، جمهوریت، ترجمه: فؤاد روحانی، تهران، انتشارات علمی و فرهنگی.
    3. ایروانی، شهین، 1383، تعلیم و تربیت در آیین یهود، تهران، انتشارات دریا.
    4. کاپلستون، فردریک، 1362، تاریخ فلسفه، ترجمه: جلال‌الدین مجتبوی، تهران، مرکز انتشارات علمی و فرهنگی، ج1.
    5. لیپمن، متیو، 1388، «فلسفه برای کودکان و نوجوانان، رویکردی جدید در فلسفه تعلیم و تربیت»، ترجمه: سعید ناجی، فصلنامه فرهنگ، س22، ش1 (69)؛ ص151-175.
    6. مایر، فردریک، 1374، تاریخ اندیشه‌های تربیتی، ترجمه: فیاض، تهران، انتشارات سمت، ج1.
    7. مشیری تفرشی، منیژه، 1388، «ویگوتسکی و منطقه جانبی رشد»، در: مجله رشد تکنولوژی آموزشی، ش5، ص40-45.
      1. Bleazby, J., 2006, "Reconstruction in Philosophy for Children: Practical Philosophy", in: The Journal of Analytic Teaching, 26(1), pp. 30-50.

     

     

    1. Daniel, F. M., 2009, "A Means to Foster Dialogical Thinking in Pupils & Children", in: Journal of Farhang, Quarterly Journal of Humanities & Cultural Studies, Issue Topic: Philosophy for Children: Institute for Humanities & cultural Studies, 22(1), pp. 137-153.
      1. Dewey, John., 1966, Democracy & Education, New york: The Macmillan Company Press.
      2. ------- , 1991, How Do We Think? Boyds, T. J. A (ed.), (1990) Carbondd: Southern Illinois University Press.
      3. ------- , 1998, Experience & Education, U. S. A: Kappa Deltapi Press.
      4. Jusso, H., 2007, Child, Philosophy & Education, Discussing the Intellectual Sources of Philosophy for Children, Oulu University Press.
      5. Lipman, Mathew, Pizzurro, S., 2001, "The Vigotsky Touch Critical and Creative Thinking", in: the Australasian Journal of Philosophy in Education, 9: (1), pp. 12-17.
      6. ------- , 1988, Philosophy Goes to School, Tample University Press.
      7. ------- , 1980, Philosophy in the Classroom, U. S. A.: Tample University Press.
      8. ------- , Sharp, A. M. & Oscanyon F. S., 1980, Philosophy in the Classroom, Philadelphiya: Temple University Press.
      9. ------- , 2003, "Philosophy for Children, An Interview With Saeed NaJi", in: Retrieved, September 28, 2011, From: http: // www. Buf. ano/en.
      10. ------- , 2004, "Philosophy for Children's Debt to Dewey, Critical & Creative Thinking", in: The Australasian Journal of Philosophy in Education, 12(1), pp. 1-8.
      11. Sharp, A. M., 2009, "The Other Side of Reason: the World of the Emotions", in: Journal of Farhang Quarterly Journal of Humanities & Cultural Studies, Issue Topic: Philosophy for Children, 22(1), pp. 1-13.
      12. Golding, K., 2007, Pragmatism, Constructivism & Socratic Objectivity: The Pragmatic Epistemic Ame of Philosophy for Children, Australasia Conference Presentation, Philosophy of Education on Society of Australasia
CAPTCHA Image