جستجوی مقالات مرتبط با کلیدواژه « تفکر فلسفی » در نشریات گروه « علوم تربیتی »

The importance of thinking and open-mindedness in childhood is undeniable; So we have to make children thinkful from the beginning so that they can think about the big issues of life and achieve acceptable results. Critical thinking means that children think well about a subject and can critique it. The main purpose of this study was "the position of critical thinking in the" read and think "of Persian books in the second grade of elementary school based on the components of Lippmann's philosophical thinking" which has been used to achieve the goal of content analysis. The statistical population in this study included Persian textbooks for the second year of elementary school in the academic year 1400-99, which was reviewed using SPSS software and the results showed that in reading and fourth grade thinking, the amount of lines involved in the components of Lippmann's philosophical thinking. It was more than the fifth and sixth grade and in the sixth grade it is less than the previous two bases and is not evenly distributed in the bases, while the component of attention to exceptional and unusual conditions had the highest level in all bases and the component of correct interpretation of the word and attention to the speaker's goals in translating and interpreting the word in All foundations which have been neglected. According to the studies conducted in this study, Lippmann's philosophical thinking in the reading and thinking section of Persian books in the second grade of elementary school has not been well implemented and has some shortcomings.

The purpose of this study was to analyze the content of philosophical thinking in elementary school. The method used is quantitative content analysis of Shannon entropy and the unit of analysis is text, activities and images that total of 3961 pages were reviewed. The statistical population consisted of elementary school books and all of them were selected as sample. The components and indicators of philosophical thinking were extracted from documents and earlier sources and examined in the books. Content validity was obtained using CVR which was 0.90 and confirmed, and reliability was 0.98 based on agreement coefficient. The results showed that 314 cases refer to philosophical thinking. Of these, 305 were related to the component of contemplation and 9 were related to the component of flexibility, and one case was not assigned to the component of comprehensiveness The highest of importance with 0.106 is related to the component of contemplation and the lowest of importance is related to comprehensiveness (zero). Among the textbooks, the Persian book (reading skills), more than any other book, had the component of contemplation and the book of the Quran had the component of flexibility.

Environmental crises are one of the major challenges that the human community is facing. This study was conducted in response to the existence of environmental crises despite the establishment of related institutions and the comprehension of related concepts to sustainable development, and the evolution of the status of the environment and how human beings interact with it in Islamic thought. The purpose of this study, which has been accomplished using a descriptive method of documentary analysis, is to explain, analyze, and compare the three stages of logical, critical, and philosophical thinking of sustainable development. Criticism and analysis of existing perspectives indicate that, in addition to significant advances in the world and the establishment of international treaties, conventions and symposia on sustainability are not intended to preserve the environment and human survival and have a merely technical and material look, So far, it has not responded to the issues of development and sustainability. Therefore, achieving long-term sustainability horizons and their dimensions requires a deeper perspective and beyond purely technical issues and secular science. This study suggests philosophical thinking that is based on Islamic ethics and philosophy and emphasizes the study of environmental crises with the simultaneous help of reason, mysticism, ethics, Qur'an, and Shari'a.

Teaching philosophy has been proposed as an important program to train of thought in most countries in the world. The main objective of this study was to analyze the content of Persian elementary school reading books (with an emphasis on the stories) based on components of philosophical thought in the philosophy for children program. The data collection was performed by content analysis method based on a list of philosophical thinking measures including three concepts (reasoning, conceptualization and judgment) and twelve sub-components. The population consisted of reading books of first to sixth grade of Iran in 2016. To analyze the data, descriptive statistics were used. In analyzed books, a total of 578 components related to the concepts of philosophical thinking were identified. The results suggested that in the textbook under study the highest frequencies were allocated to the category of reasoning and judgment has obtained the lowest attention. Also among the textbooks under study the reading textbooks of fifth and sixth grade were more focused on the components of philosophical thinking and the lowest level was associated with the reading textbook of the first grade.

The main goal of the present study was to identify elements of philosophical thought in the National Curriculum document. The current study had practical objective and was based on content analysis. Statistical population was the National Curriculum Document of the I.R. of Iran and the Section of Detailed objectives in Fifth mapping of document. Recording unit was Sentence and the data collection tool, was Checklist whose validity was determined over 86% through the content validity and its reliability by a factor of William Scott agreement. For data analysis, descriptive statistics and to ensure greater results, the Shannon entropy methods were used. The results indicated relative attention of the document, but unevenly in different parts of the elements of philosophical thought. "Curiosity" component record with 69 units equivalent to 26% and factor importance of 0/244 has the highest frequency and is of utmost importance. The element of the "unity of personality" with 9 units equivalent to 3% and factor importance of 0/024 has little been paid attention. Other components in order of frequency and importance are: "Interest in human values" with 52 units equivalent to 19% and importance factor of 0/202; "Comprehensiveness" with 41 units equivalent to 15% and factor importance of 0/157; "Contemplation" with 38 units equivalent to 14% and factor importance of 0/156; "Independence opinion" with 31 units equivalent to 11% and factor importance of 0/079; "Innovativeness" with 18 units equivalent to 7% and factor importance of 0/072 and "flexibility" with 13 units equivalent to 5% and factor importance of 0/024.

The main purpose of the present study was to examine to what extent the features implied in Philosophy for Children program were observed in the contents of the elementary school text books، Reading and Writing and Devine Gifts published in academic year of 1389-1390. Content analysis was used as the method of the study and a checklist including the criteria of teaching Philosophy for Children was utilized for data collection. The criteria included the concepts of reasoning، conceptualization، and judgment and their 12 related components. The statistical universe encompassed the Reading and Writing and Devine Gifts textbooks in 14 volumes and the sampling population comprised the whole society. Descriptive statistics were used for data analysis. Analyzing contents of the books، 986 components related to the concepts of philosophical thinking were identified. The results indicated that reasoning enjoyed the highest frequency whereas the least frequency belonged to making judgments. Also، Reading and Writing included more philosophical thinking features as compared to Divine Gifts.

The mediation of art in Teaching Philosophy for Children (P4C) introduces it as a mediator for acquiring thinking and wisdom. Considering this hypothesis، the aim of the present study has been to explain the nature of this mediation and to suggest the mediation of art in teaching philosophical thinking to children as a requirement. An important factor that assigns the main role to art as a mediator، introduces it as the essence of teaching philosophy، and considers it essential for the fulfillment of the procedure of teaching philosophy is the subject and status of childhood. For this reason، the pioneers of P4C have chosen literature as a way for communicating with children. Although P4C has mostly dealt with the functions and tasks that literature can perform in communicating with children، recently it has been replaced by other ways of communication. Therefore، it is necessary to consider the mediation of art as a replacement for literature. Also، the researchers believe that a review of the way P4C can benefit from art illuminates its fundamental and theoretical position; therefore، the present study attempts to define the place of art in P4C. Furthermore، by employing a theoretical approach، the study tries to portray the relation of art to the fundamental and remarkable subjects of the field including philosophy، thinking، dialogue، psychology، sociology، as well as childhood and education، and describe the necessity of its mediation in these domains. As a result، philosophical inquiry and artistic inquiry with children are proposed to be necessarily inevitable.

Human-beings are the only creatures that lay claim to thought and getting involved in thinking. Thanks to this potentiality they are bestowed with opportunities to learn as both individual and members of society. One of the domains that has undoubtedly proved its merit in the promotion of human thinking concerns philosophy and philosophical thinking, as philosophy is the art of questioning and questioning is the mainstay of human rationality. Although the presence of philosophy in human existence is nothing new, what has nowadays gained significance, though as a new potentiality is at its very early stage, is an endeavor toward the dissemination of philosophy, especially in teaching it to children; a teaching whose significant outcomes impress the personal life of the child from the very beginning and, at later stages, will all the more be a source of his/her material and spiritual enjoyments. In general, this will eventually culminate in the promotion of the cultural level of the society. In this connection, the writer of this article is trying to explore two main perspectives: the bond and relationship of philosophy with society, and the teaching of philosophy to children. This, I hope, will cast into relief the efficacy of philosophy in solving social problems.