The Effect of Teaching Philosophy on the Child on Self-confidence and Social Skills

The aim of this study was to determine the effect of teaching philosophy on the child on self-confidence and social skills. The purpose of this study was applied and the data collection method was semi-experimental, pre-test and post-test with control and experimental group. The statistical population consisted of all students in the first grade secondary school in District 3 of Tehran in the first half of the academic year (1967-98) (N = 6500). The sample size was 30 people. A spherical random sampling method was used for sampling. Data gathering tool, McLean Turning Questionnaire (1993), Matson's Social Skills Questionnaire (1983), and a group philosophy training course for 13 sessions of 60 minutes based on the "Lesson Plan for Children's Philosophy". Statistical analysis of covariance analysis was used to analyze the data. The results showed that the teaching of philosophy is skilful on ambiguity and social security. Applying this methodology improves ambiguity and social commitment. Therefore, to improve the tolerance of the ambiguity and social skills of the mind to grow, it is necessary to use the philosophy of education as a useful tool in the education system of the country.