نوع مقاله : مروری

عنوان مقاله [English]

Investigating the goals and necessities of teaching philosophy to children

نویسندگان [English]

Farzaneh Pourghorban*: Primary teacher, education of  Showt city.

Ruqayyah Hasanloui: Primary teacher, education of  Showt city.

Soheila Hossein Lou: Primary teacher, education of  Showt city.

Sona Taghinejad teymourabadi: Primary teacher, education of  Showt city.

Rana Taghinejad teymourabadi: Primary teacher, education of  Showt city.

Detailed Abstract

Introduction: The present study was conducted with the aim of investigating the goals and needs of teaching philosophy to children. Philosophy has existed in the curriculum not only as a subject from the distant past, but with deep thinking, which is a distinctive feature of philosophy, it has had a tremendous impact on the development and formation of sciences, and it is one of the challenging subjects in the view of thinkers. It has been to existence, value and knowledge.

Materials and methods: This The current research is a type of applied research and its research method is descriptive-analytical. Also, the method of studying library resources has been used to collect information and research data. Data obtained from sources related to the subject were analyzed with qualitative methods.

Results and discussion: Man is the only creature that has the demand of thought and thinking, and with the help of this possibility, the opportunity of education and learning in the individual and social dimension is provided to him. One of the fields that has been seriously effective in improving human thinking is philosophy and philosophical thinking. Because philosophy is the knowledge of questioning and questioning is the vein of human rational life. Although the presence of philosophy in human life is not a new issue, what has gained special importance today and is at the beginning of a new possibility is the effort to make philosophy universal and especially teach it to children. Education whose effective functions are directed at the child's personal life from the very beginning and in the next stages will lead to him benefiting more from material and spiritual opportunities in life and will lead to the improvement of the society's culture. In the last few decades, philosophizing and philosophizing as a way to cultivate the intellect has been noticed again in the world of philosophy of education. In 1969, Professor Matthew Lipman at Columbia University proposed the theory that if we engage children's minds in philosophical discussions and connect their natural curiosity with philosophy, we can make them thinkers who are more critical, flexible and effective. Such discussions have been raised in Iran for about a decade. Although this program has not been around for a long time, relative successes have been achieved during this time. Teaching children how to think is the central focus of the global movement of children's philosophy. A philosophy whose purpose is to promote thinking and learning verbal skills. But at the same time, this program has faced many challenges, especially in the theoretical field. Among the major theoretical challenges, the possibility of teaching philosophy to children according to the concept of philosophy has been one of the first challenges. Whether right or wrong, philosophy has been considered a difficult subject that deals with pondering the opinions of philosophers, and many educated and uneducated adults face difficulty in understanding it; Let alone children. Therefore, the first question that designers and supporters of philosophy for children face is whether it is possible to teach philosophy to children with such an image of philosophy. Another challenge about philosophy for children is the concept of philosophy for children. If it is possible to pay attention to philosophy in a concept beyond reading philosophy or beyond philosophical schools and systems, what is prioritized in philosophy for children is philosophizing in the sense of philosophical experience. How can children be involved in philosophical experiences? Critical and creative thinking is an undeniable condition, but not a sufficient condition. The content of thinking and the orientation of thought also play a fundamental role in it. Among the three major orientations of metaphysics, epistemology and existentialism that can be observed in the history of philosophy, the third element can be emphasized in philosophy for children. Pushing critical thinking towards questions that are beyond the problem and mysterious, and turning children's philosophical reflection to secrets and existential needs, can enrich their philosophical experiences. The element of self-knowledge and its relationship with philosophical thinking is one of the most important topics in philosophy for children. The attention of Lippman and his followers to the logical-analytical approach has prevented the adoption of a unified approach.

This combination (taking an analytical-existential approach) can make the philosophy for children's orientation fertile, both in terms of orientation and methodology. Existential orientation in philosophy for children is more compatible with Iranian-Islamic tradition and culture and is effective in finding children's identity. For this reason, developing models that can direct children's philosophical experiences to secrets and existential needs is one of the necessities of research in the field of philosophy for children. One of the important harms that should be taken into account at the beginning is the haste in the implementation of the philosophy and child project. In this regard, social preparation and acceptance is so important in the implementation of this plan that if acceptance by society and individuals is not done, it will leave irreparable consequences that will take years to correct. Therefore, this plan, like other programs of the education system in any country, needs a lot of study, research, and meditation so that it does not lead to inconsistency in the departments and the lack of proper implementation of the plan, or to a dead end and questioning it by the society. On the contrary, if the plan is implemented on a trial basis with caution, study and sufficient accuracy, it will enjoy success and achieve the desired goals and will result in less injuries. Otherwise, due to not having a comprehensive understanding of its implementation, it may face failure at the very beginning. As it was said, one of the most important criteria for the implementation of any plan is to achieve social acceptance, which can be helped by education and information through the media and press, public education, etc. did.

Conclusion: The general conclusion of the research showed that it is very necessary to pay attention to the problem of teaching philosophy to children in improving critical and creative thinking skills and in understanding philosophical issues.

Keywords: Resilience, Islamic index women, endurance, resilience strategies.