جستجوی مقالات مرتبط با کلیدواژه "فلسفه برای کودکان (فبک)" در نشریات گروه "علوم تربیتی"

Philosophy for children (P4C) is an innovative program in training and nurturing which has been founded by American Mather Lippman in late 1960s. It mainly aims to teach thinking ability to children. In P4C, story plays an essential role which is considered as the main training tool for philosophical contents and thinking ability. Trying to conduct and expand their programs, the thinkers of this program have written various unique stories which possess literal, philosophical and psychological richness. Some critics believe the efficiency of such stories in different countries depends on their relevance to the moral criteria and cultural values of countries. The present study which is a kind of descriptive-analytical one based on library sources aims to analyze literal, philosophical and psychological richness of Little Black Fish (Mahi Koucholou-ye Siyah) by Samad Behrangi. The findings reveal this story has high richness in terms of the three criteria, although there are some weaknesses. Correcting these weaknesses, Little Black Fish (Mahi Koucholou-ye Siyah) can be read and used in P4C program leading to richness of this program in order to be localized in that country.

The main purpose of this study is to explain a model of philosophy for children curriculum for junior high schools (grades 7 through 9) in Iran. The research approach is exploratory mixed type. At first, after reviewing the theoretical foundations in the field of P4C and purposeful sampling, the opinions of 19 curriculum experts and P4C specialists were collected through semi-structured interviews and then thematic structures were obtained by theme analysis method. In the quantitative step, the Delphi method was used. To determine the degree of consensus among experts, Kendall coordination coefficient and to evaluate the content validity of the questionnaire, relative content validity coefficient (CVR) and content validity index (CVI) and to assess the reliability, Cronbach's alpha was used. Based on the research results, 135 components of the P4C curriculum for the first year of high school in Iran were identified and a conceptual model was designed in the form of ten Akker elements. In the form of 10 dimensions, logic or reasoning (26 indicators), goals (39 indicators), content features (8 indicators), content forms (7 indicators), teaching-learning methods (13 indicators), facilitator features (12 indicators) The characteristics of the learning environment (4 indicators), evaluation (19 indicators), grouping (3 indicators) and time (4 indicators) were prioritized.

The main purpose of this Research is to explanation of media literacy model for Second primary schools students  based on P4C principles. The research approach is of combined type (qualitative and quantitative) and has been performed using concept analysis, progressive inductive and descriptive-survey methods. The findings show that there is a significant relationship between the components of P4C and the indicators of media literacy levels (functional consuming, critical consuming, functional presuming, and critical presuming). On the other hand, the principles P4C include rationality as organisor factor, education as inquiry process, classroom as community of inquiry, reflective thinking that correspond to promoting self-leadership through training caring, critical and creative thinking,  research-challenging content, method of conversation-based community of inquiry and Self-evaluation technique are deduced as essential elements of the model of media literacy education based on the philosophy for children in the Second Primary.

Although some reasearchers have shown the relationship between philosophy for children (P4C) and emotional intelligence (EQ), the quality of this relationship has not been investigated carefully. In this paper, authors seek to present a conceptual model to show the relationship between P4C (focusing on caring thinking) and EQ. The method of study was analytic-descriptive. The data showed that caring thinking as an inseparable part of P4C has cognitive, emotional and practical dimensions and includes activities such as definition and distinction of emotional terms and concepts, experiences of various emotions, exploring emotions, examining the relationship between emotions and judgments, approaches and situations, attention and valuation, empathy, moral and social experiences, emotional support and facilitation. These activities are in line with the four domains of EQ, i.e., perceiving and expressing emotions, facilitating thought through emotions, understanding and regulating them effectively; so that the abilities related to the domains of EQ grow, in parallel with training the caring thinking. As a result, it is suggested that while using the P4C program, relying to just caring thinking should be avoided and in the situations where the development of the EQ dimension is intended, training the caring thinking should be considered, respectively.

Philosophy for children was globally introduced by Lipman in 1970, and was shortly afterward welcomed by official and non-official centers of education in various countries. Since then, Lipman’s philosophy for children (PFC) has been localized in accordance with cultural and environmental conditions of various countries. In Iran, however, the process of localization of PFC was somehow slow and in some cases lacks consistency with religious and Quranic foundations. Thus, the present article tries to consider the Islamic culture extracted from the Quran and offer a reproductive approach to introducing a local PFC for Iran.
To do so, we used descriptive phenomenology and analyzed the data using Colaizzi method. The research data were classified into eight general sections that present the parameters of “reminding thinking” for children: (1) goals; (2) typology of thinking and the related attributes; (3) class name; (4) enacting laws; (5) class structure; (6) presenting intellectual content; (7) subject of thinking; and (8) the role and executive devices of the educator of PFC.