عنوان

نظریه ی متیولیپمن در فلسفه برای کودکان ( روی آورد انتقادی)

زبان متن نوشتاري يا گفتاري و مانند آن

فارسی

عنوان اصلي

نظریه ی متیولیپمن در فلسفه برای کودکان ( روی آورد انتقادی)

نام نخستين پديدآور

زهرا امی

محل نشرو پخش و غیره

پایگاه اطلاع رسانی حوزه

تاریخ نشرو بخش و غیره

1388

متن يادداشت

there are four views in child's rights:11things that gave no rights.2. animals that have only the rights of nutrition, shelter and clothing.3. human with unlimited and absolute rights. 4. human that have rights of making decision and freedom, but these rights are not unlimited and absolute.l the islam have the last view. one of the most important child's right to inquiry , such right will responsible parents and educators to answer. there are two major methods in answering: 14.direct information 2.information analysis training. philosophy for children will support the second method. the critique and analysis of p4c studied for teaching reasoning to children in 1968. he wrote his first book i p4c in 1969. this book was tought 3academic years experimentally in different schools. the philolophy for children program is the inquiry approach to education. in order to use this educational program criticizing and discoverying it in three following directions is very necessary : 1. conceptualizing from philosophy. 2. efficiency and effectiveness of this program to reach to its goal. 3. criticizing and discovering educational method from its result and condequences. in this pattern, philosophy is used in philosophical meaning based on content that meet philosophy. lipman's conceptualization from ethic and logic as branches of philosophy is ambiguous. what you get from gained skill is development of refelective thin king's and communicative behavior. this program becquse of hpilosophical exclusivity in training of reflective thinking skill is based on reductionism. lipman's attention to contextual thesis of children experience and consequent pluralism of it in this program establish a sort of relativism and scepticism and avoiding it cause penetration in the position of action and theory, of course this penetration can be prevented if we train chilkren with research model so they would be able to pass relativism and reach to a direct teaching to children and memories lead to destruction of classroom dialogue and consequently destruction of philosophy for children. ignoring different sex in curriculum with contextual thesis is incompatible. the infra structure to establish p4c in iran is in a good situation but it is not adopted to our culture, though, inorder to use p4c in iran we shoukd consider following items:1.procedural research 2.broad multidiciplinary study. 1- changing story statement according to age fo chikd and istamic society regulations and culture, language and persian literature. 2- training the educators who expert in logic and fomiliar with islamic training . the aim of this research is considering above items.

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نوع ماده

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