Engaging Children In Thinking Philosophically

Since 1960s,with the efforts of Lippmann and Mathews,Philosophy for Children(P4C),which was considered as a significant way for developing children complex and higher order thinking ability,has been widely developed in both theoretical and practical aspects.Considerable previous studies focus on the conception analysis,value justification,and curriculum development of P4C.However,there are less empirical studies which reflect the real classroom teaching process of that.In this light,this thesis aims to describe and analyse teachers’teaching methods for promoting children’ s philosophical thinking based on the data from P4C programs in sample school,and attempts to provide several practical strategies.Philosophy for children in this study refers to the course that was designed for promoting children’ s philosophical thinking.According to Lippmann,the philosophical thinking consists of three parts:critical thinking,that means a thinking process from acutely raising a question in query process,to reflecting in a certain standard,then to making a reasonable judgement;creative thinking,that means a thinking process with powerful imagination and ended up as creative or breakthrough products;caring thinking,which means a thinking process with the consideration of others.22 P4C programs in Y district were selected for analysing their goals setting,theme interpretation,and inquiry process.The textbooks and teaching designs of these courses were collected as the materials for research as well.The findings are as follow:first,in the aspects of teaching goals setting,more attention was paid on cultivating children’s caring thinking,whereas,critical and creative thinking received little attention.Second,the theme interpretation adds more emphasis on critical thinking,and it consists of three forms:analytical understanding,experimental extension,and transformational application.Third,these courses tend to set up open problems or situation which are essential for independent thinking and judgment,and for cultivating the ability of creative and caring thinking;Fourth,group discussion and deliberation was the main teaching methods;Fifth,superficial goal setting,formalized theme interpretation,closed questions,and discipline of inquiry method are four major hindering issues for philosophical thinking.For the purpose of developing P4C programs and promoting children ’ s philosophical thinking,we could create class as an inquiry community by organizing an equal communicative ’round table’,building connections and cooperation among children,inspiring philosophical dialogue and communication,and making class safe to thinking.