جستجوی مقالات مرتبط با کلیدواژه « Philosophy for Children (P4C) » در نشریات گروه « علوم تربیتی »

This study aims to investigate the effectiveness of philosophy for children (P4C) in the development of life skills in elementary school students. The research method was semi-experimental using pre-test and post-test with control group. The statistical population involved all the fifth-grade male students in public elementary schools in the city of Behbahan, Khuzestan, Iran, in the academic year 2022-2023, whose number was1409. Using the available sampling method, 60 students who scored lower on the life skills scale were selected and randomly divided into two experimental (30 people) and control (30 people) groups. In the next step, the experimental group was taught philosophy for 12 sessions of 45 minutes. The data collection tool was Saatchi et al.’s Life Skills Scale (2010). To analyze the data, univariate and multivariate analysis of covariance methods were used. According to the results, the use of philosophy for children has a positive and significant effect on the development of life skills (P<0.001, F=74.073), self-awareness skills (P<0.001, F=49.792), empathy (001 P<0.00, F=27.996), relationship management skills (P<0.001, F=84.163), communication skills (P<0.001, F=45.082), stress management and emotional management skills (P<0.001, F=46/441), goal-setting skill (P<0.001, F=40/492), problem solving skill (F=60/400, P<0/001), decision making skill (F=35/571, P<0/001) =), creative thinking skill (P<0.001, F=24.805) and critical thinking skill (P<0.001, F=65.750) in the considered students.

Philosophy for Children (P4C) is a program founded by the American Professor Matthew Lippmann in the early 1970s aiming at transitioning from traditional dysfunctional education. Using stories, it presents challenging life situations to children, so that by thinking about and discussing them, children can learn valuable thinking skills and take a measured approach to life challenges. In this descriptive-analytical study, using library sources, "Sang Ruye Sang", from Houshang Moradi Kermani's "Tanoor and Other Stories" collection, has been investigated and analyzed based on P4C criteria. According to the findings, characterization is desirable and believability is acceptable, except for the final parts. The story has a strong plot and a non-instinctive message, its only weakness being the unraveling of the end of the story. In this story, various philosophical concepts and challenges, non-indoctrinating philosophical themes and some dialogues appropriate to P4C can be seen. The language of the story is modern and suitable for the age group "D". Using ironic terms and expressions, poetry, and lengthy conversations is another weakness. Most of the concepts and themes of the story are understandable for the age groups "C" and "D". The violent scenes of the story, like its other deficiencies, need to be rewritten.

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.

To improve the personal relations among students the use of community of inquiry method was hypothesized to be effective, especially if the content being learned in this way is Philosophy for Children (P4C). To find support for this hypothesis, a group of 50 female students whose interpersonal relations were below the average was selected and then divided into two subgroups of experimental and control. Using a questionnaire, both subgroups were asked about the quality of their interpersonal relations before and after the experimental group going through a eight-session course on Philosophy for Children. Covariance analyses of the data revealed a significant difference between the two groups indicating the effectiveness of the community of inquiry method in improving the interpersonal relationships.

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.