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| Philosophy for Children ： ウィキペディア英語版 |
Philosophy for Children
Philosophy for Children, sometimes abbreviated to P4C, is a movement that aims to teach reasoning and argumentative skills to children. There are also related methods sometimes called "''Philosophy for Young People''" or "''Philosophy for Kids''". Often the hope is that this will be a key influential move towards a more democratic form of democracy.〔Laurence Splitter and Ann M. Sharp, Teaching for Better Thinking, ACER: Melbourne.〕 However, there is also a long tradition within higher education of developing alternative methods for teaching philosophy both in schools and colleges (see ''"philosophy education"'').〔See, for example, Philosophy 4 Skool, by Michael Brett, http://www.the-philosopher.co.uk/philinschool.htm accessed July 19, 2008〕
Although the noted developmental psychologist Jean Piaget was of the impression that children were not capable of critical thinking until age 11 or 12, the experience of many philosophers and teachers with young children gives reason to believe that children benefit from philosophical inquiry even in early primary school. Furthermore, there is empirical evidence that teaching children reasoning skills early in life greatly improves other cognitive and academic skills and greatly assists learning in general.〔k.J. Topping and S. Trickey (2007) "Collaborative Philosophical Inquiry for School Children", British Journal of Educational Psychology, Dec 77(4).〕
==Method==
The pedagogy of philosophy for children is diverse. However, many practitioners including those working in the tradition of Matthew Lipman and the (Institute for the Advancement of Philosophy for Children ) emphasize the use of a community of inquiry method which has roots in the work of philosopher John Dewey.〔Jennifer Bleazby (2013) Social Reconstruction Learning: Dualism, Dewey and Philosophy in Schools, Routledge: New York and London.〕 The term "inquiry" is preferred to "lesson" because the emphasis is on the group inquiring together into questions with the teacher as a facilitator rather than the authoritative source of information.
In a typical inquiry, a group would be presented with a thought-provoking stimulus such as a text, image, picture book, or video clip. Some time may be spent identifying the concepts raised by the stimulus, and then participants frame their own philosophical questions in response to the stimulus and vote for the one they wish to explore. The ensuing discussion usually takes place in a circle, with the teacher/facilitator intervening to push the thinking to a deeper level but aspiring to allow the discussion to follow the emerging interests of the group.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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