Construction Of The Curriculum Paradigm Of P4C Based On The Perspective Of The New Sociology Of Childhood

The Philosophy for Children (P4C) is a curriculum which aims at the development of critical thinking in pupils through investigative dialogue within the community of inquiry (CI).It allows pupils more space to inquiry and interact than traditional curriculums. A close analogy to P4C is a micro-society, there should be more implicit content, instead of cognition only, taking place during the interaction between the students and the teacher. These content will lead to our more comprehensive understanding of P4C.In addition, the reason why P4C in China emerges problems is lack of an appropriate curriculum paradigm. By searching the How Net, no relevant paper about the the curriculum paradigm of P4C is found.Based on the above points, this study aims to build the curriculum paradigm of P4C from the perspective of the new sociology of childhood. By means of documentary analysis, this theory conducts an analysis of’the child, the children group and the relationship between the children and the teacher’in P4C from the perspective of the new sociology of childhood. Thomas Kuhn thinks that a paradigm is both holistic and elementary, according to which, the paradigm this theory constructs is as below:1)from the holistic perspective, the curriculum paradigm of P4C is the CI which has stable structure;2)from the elementary perspective, the curriculum paradigm of P4C includes knowledge-constructivism, curriculum-culturism and right-equal teacher-student relationship. The modern concept of child and the redefinition of childhood in the field of the new sociology of childhood provide a new method to deeply analyze the connotation of P4C.