Document Type : Research Paper
Authors
1 Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran.
2 PhD in Educational Management, Farhangian University, Tehran, Iran
Abstract
The main purpose of this qualitative study is to visualize the philosophy program for children (p4c) in Iranian primary education (policy, strategies and practice). The secondary purpose is to examine the informational and practical experiences, perceptions and feelings of specialists and elementary teachers of the representation and possibility of implementing a philosophy program for children in primary education in Iran. The method of qualitative research is phenomenography . Data were collected over two weeks through one-on-one interviews with 8 experts and 13 teachers involved in the FBQ program. Findings in three three-level descriptive categories; Policy-making, strategies, and implementation constitute the outcome space. Most of the interviewees considered these three levels necessary in the implementation of the FBQ program. As a result, this study suggests that phenomenography can be used as an evaluation tool to identify policies, strategies, and practices and to describe their structural aspects, which may serve as the executive framework of the FBQ program from marginal to thematic core and its sensitivity. Move that has never been thought of before. As a result, identifying the above challenges at three descriptive levels in finding solutions and solving obstacles and problems, will facilitate the implementation process and help achieve the goals of the FBQ program in primary education.
Keywords
Main Subjects
- Ghaedi, Y. (2007) "The Possibility of Teaching Philosophy to Children: A Challenge to the Concept of Philosophy". Curriculum Studies, 7: 61-94. (in Persian)
- Seyyedkalan, S. M. & Veghar, Z. (2020) "Evaluate and Educational Review of Philosophy for Children from the perspective of Islamic education". Pouyesh in Humanities Education, 5(17): 54-70. (in Persian)
- Sharifi Asadi, M. A. (2008) "A Look at Teaching Philosophy for Children in Iran and the Challenges Facing It". Rational Knowledge, 10 (3): 114-95. (in Persian)
- Daniel, M. F.; Auriac, E. (2009) Educational Philosophy and Theory: Philosophy, Critical Thinking and philosophy forchildren. Oxford: Blackwell Publishing.
- Daniel, M. F. (2021) "In the Footsteps of Matthew Lipman: Dialogue among Peers and Dialogical Thinking". Analytic Teaching and Philosophical Praxis, 41(1): 62-79.
- Hedayati, M.; Zaribaf, M. (2013) Developing Spiritual Intelligence through Philosophy for Children Program. Thinking and Children, 3(5): 135-166. (in Persian)
- Hooshmandi, F.; Shamshiri, B.; Abroshannt, H. (2020) "The Effect of Pedagogical Approach of Philosophy for Children on the Questioning in Science Course (The Case: First Grade Elementary School Students)". Educational and Scholastic studies, 9(1): 171-192. (in Persian)
- Isa Morad Roudineh, A.; Nafar, Z.; Fatemi, F. (2019) "The Effectiveness of Teaching Philosophy on Children on Empathy and Solving Social Problems Elementary School Students". Clinical Psychology Studies, 9(36): 117-134. (in Persian)
- Jabal-ameli Foroushani, Z.; Yousefy, A.; Ghaedi, Y.; Keshtiaray, N. (2015) "The explanation of the philosophical fundamentals (epistemology) of teaching philosophy to children in Iran". Research in Curriculum Planning, 12(46): 1-9. (in Persian)
- Jahedi, M. (2021) History, "Theory and Practice of Philosophy for Children". IIUM Journal of Educational Studies, 9(2): 3-5.
- Khaniki, H.; Noorirad, F.; Shahhoseini, V. (2018) "Study of the process of formation of exploratory dialogue in the class, Philosophy for Children", Thinking and Children, 8(2): 21-58. (in Persian)
- Kiyaie, T.; Musazade, Z. (2018) "Opportunities and Threats in the Realm of Religious and Moral Education in the Philosophical Curriculum for Children". Journal of Islamic Education, 13(26): 97-115. (in Persian)
- Maheri, S.; Araghieh, A.; Ghaedy, Y.; Mehdizadeh, A.; Sousahabi, P. (2021) "Identifying the challenges of teaching philosophy to children from the perspective of preschool educators (a phenomenological study)". Thinking and Children, 12(1): 259-287. (in Persian)
- Marashi, S.M., Rahimi Nasab, H., Lesani, M. (2008) "The Feasibility of Implementing Philosophy for Children Program at Primary School Curriculum". Educational Innovations, 7(5): 7-28. (in Persian)
- Mehdizadeh, A., Araghieh, A., heydarieh, H. (2019) "The Effect of Teaching Philosophy for Children (P4C) on the Creativity Development of 5th Primary School Boy Students in the District of a Baharestan Education". Journal of Innovation and Creativity in Human Science, 8(3): 193-216. (in Persian)
- Mir Bagheri, S., Noshadi, N., Nikdel, F. (2019) "The Effect of Philosophy for Children Program on the Theory of Mind and Machiavellianism Beliefs". Thinking and Children, 10(1): 261-277. (in Persian)
- Naji, S. & Ghazi Nejad, P. (2007) "Evaluation of the results of the philosophy program for children on children's reasoning skills and behavioral performance". Curriculum Studies Quarterly, 2(7): 123-150. (in Persian)
- Naji, S., Safaei Moghaddam, M., Hashem, R., Ayatollahy, H., Sheykh Rezaee, H. (2013) "Analyzing Philosophy for Children Program Regarding how much it is based on Deweyan Pragmatism". Thinking and Children, 2(4): 79-100. (in Persian)
- Navidian, A., Vahedi, S., Badri Gargary, R., Fathi Azar, E. (2021) "The Impact of Teaching Philosophy Children at Psychological Flexibility at Elementary Students with a Cultural Based Approach". Journal of Applied Psychological Research, 12(2): 265-282. (in Persian)
- Radji, M. (2013) "Critical Education: How does it Connect with Teaching Philosophy for Children Program?". Thinking and Children, 3(5)": 15-42. (in Persian)
- Ramazani, M. (2012) "An investigation into the philosophy for children program (P4C) with a view toward the differential attention paid to the different dimensions of philosophical mentality". Thinking and Children, 1(1): 21-35. (in Persian)
- Sattari, A. (2016) "The approaches dealing with philosophy for children’s curriculum and introducing a new strategy for its application in Iran". Educational Innovations, 15(2): 50-70. (in Persian)
- Sattari, A. (2013) "The Surveying and criticizing philosophy for children program from the point of view of Transcendent Philosophy". Thinking and Children, 3(6): 83-106. (in Persian)
- Sattari, &. (2012) "Examination of the Method of Mathew Lipman and the Role of Philosophy in "Philosophy for Children". Journal of Philosophical Theological Research, 14 (1): 121-132. Doi: 10.22091/pfk.2012.85 (in Persian)
- Seyedkalan, S., Bazdar, M., Vegar, Z., Alizadeh, M., Jahani, D. (2019) "Understanding of Philosophical Context of Farsi Books Stories of Elementary School". Thinking and Children, 10(1): 175-194. (in Persian)
- Dolimpio, & Teschers, C. (2016) Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life. Philosophical Inquiry in Education, 23(2): 114-124.
- Fisher, R. (1998) Teaching thinking: Philosophical inquiry in the classroom. London: continuum.
- Fisher, R. (2001) Philosophy in Primary Schools: fostering thinking skills and literacy, Reading, 35(2): 67-73.
- Fisher, R. (1998) ‘Thinking about Thinking: Developing Metacog- nition, Early Child Development and Care. 141(1): 1-15.
- Fisher, R. (2007) Dialogic teaching: developing thinking and metacognition through philosophical discussion, Early Child Development and Care, 177 (6.7): 615–631.
- Fisher, R. (2005). Teaching children to think (2nd edn), Cheltenham, London: Nelson Thornes.
- Gadamer, Hans Gorg (1975). Truth and Method, New York: Crossroad.
- Gregory, M. R. (2013) Philosophy for children in the service of educational objectives, Montclair state university, 3-21. From book of Philosophy For, with, and Of Children (PART I), Monica B. Glina.
- Johansson, V. (2018) Philosophy for children and children for philosophy: Possibilities and problems. In International handbook of philosophy of education (pp. 1149-1161). Springer, Cham.
- Leng, L.; GAO, Z. (2020) "The Development and Contextualization of Philosophy for Children in Mainland China: Based on Three Model Schools’ Practice".Teaching Philosophy. doi/10.5840/teachphil 202082124.
- Lewis, S. (2015)"Qualitative inquiry and research design: Choosing among five approaches". Health promotion practice, 16(4): 473-475.
- Lipman, M. (1993) "Philosophy for Children and Critical Thinking, in: M. Lipman (Ed.)". Thinking Children and Education, USA: Kendall/ Hunt Publishing Company.
- Lipman, M. (1980) Philosophy in the Classroom, USA: Tample University
- Lipman, M. (2004) "Philosophy for Children's Debt to Dewey, Critical and Creative Thinking", the Austaralasian Journal of Philosophy in Education, 12(1): 1-8.
- Murris, K. (2000) "Can Children Do Philosophy?", Journal of Education, 30: 261-279
- Mukabane, N. (2016) The need to interdouce Philosophy for children at the basic level of education in Kenya, MA thesis in Kenyatta University.
- Shepherd, N. & Mhlanga, D. (2014) "Philosophy for children: A Model for Unhu/ Ubuntu Philosophy". International Journal of Scientific and Research Publications, Vol. 4, Issue 2, Lupane State University.
- Sutcliffe, R. (2016) The Evolution of Philosophy for Children in the UK. in Philosophy for Children (pp. 3-13). Routledge.
- Trickey, S.; Topping, K. J. (2004) "Philosophy for children’: a systematic review". Research papers in Education, 19(3): 365-380.
- Yates, C.; Partridge, H.; Bruce, C. (2012) "Exploring information experiences through phenomenography". Library and Information Research, 36(112): 96-119.
)
Send comment about this article