Special Issues of Philosophy for Children in The Journal of Research in Educational Development in 2018
On the Philosophical Basis of Philosophy for Children
Liu Xiao-dong
Abstract: The quest for “what is child”, “what is philosophy” and “what is education” is the philosophical base of Philosophy for children. Philosophy for children should be carried out around “children’s philosophies”, so that “children’s philosophies” should be carried out in a leisurely manner according to the inner time of the development of children ( that is, the time of children's natural time, not the time of the mechanical clock). Philosophy for children should be oriented to the whole world of children and the whole life of children as well. It should allow and encourage children to “do philosophy” in their “one hundred languages”. If philosophy for children could solves these problems reasonably, it can help children, as fully as possible, develop their nature, gift, and the mandate of heaven on the path of thinking and poetry, and it would become a model for many courses that seek children's full development.
Key words: children; philosophy; education; children’s philosophies；philosophy for children
The Reconstruction and Innovation of the Community of Inquiry in Philosophy for Children From the Perspective of Confucius ’s Dialogical Pedagogy
Gao Zhenyu
Abstract: How to localize the western-based Philosophy for Children (P4C) program has been always the central issue for Chinese educators in the past four decades, and one of the key solutions might be the reconsideration and redevelopment of the current models of P4C on the basis of the traditional wisdom of ancient Chinese philosophers. Since Confucius acknowledged his attitude of “non-knowing”, emphasized active and independent thinking, and the community learning, Confucius’ s dialogical pedagogy can be seen inherently connected to the P4C of which the source is widely considered the Socratic dialogue. Therefore the reconstruction of the purpose, orientation and strategies of the community of philosophical inquiry is rather necessary, in order to establish a solid foundation to the formation of Chinese discourse on P4C.
Keywords: Confucius, dialogical pedagogy, philosophy for children, community of inquiry
The Moral Education in the Community of Inquiry of Philosophy for Children
Jessica Wang
Abstract: The paper looks at the relationship between philosophy for children (p4c) and moral education. It explores the moral meanings embedded in the inter-personal interactions in a classroom community of inquiry, and their implications for moral education. The paper follows Matthew Lipman’s educational vision to reconstruct our understandings of children and education through the inspiration of philosophy, and particularly to make p4c useful for moral education. The paper draws from my own pedagogical action research, and discusses the classroom strategies as well as the quantitative and qualitative results of my research. The paper uses a theoretical framework inspired by the writings of Ann Sharp and Thomas Jackson and examines the findings of my research accordingly. Hopefully, blending theory with practice in this way will shed better lights on the necessity and possibility of moral education in philosophy for children.
Keywords: Philosophy for children, moral education, community of inquiry, Ann Sharp, Thomas Jackson
Some Propositions of William James' Criticism on Traditional Epistemology and Implications for Philosophy for Children
Zheng Minxi
Abstract：As a contemporary pragmatism philosopher, William James expresses his empiricism attitude and pragmatism truth view in his pluralistic empiricism. His interpretation of experience is based on the criticism of traditional epistemology, also get a full exchange and contact with the contemporary philosophies. His interpretation of the essence of experience and truth, the function and method of philosophy helps us to understand the validity of P4C, the relationship between language and philosophical thinking training, and how to bring philosophy into children's classroom from the perspective of ontology, epistemology and methodology.
Keywords: William James; pragmatism; pluralistic empiricism; traditional epistemology; P4C
Special Issues of Philosophy for Children in The Journal of Research in Educational Development in 2019
Studies on Philosophy for Children in China: Retrospect and Prospect
Gao Zhenyu
Abstract：Since late 1980s ,the Philosophy for Children (P4C) has been developed in China for more than thirty years. A comprehensive analysis and summary of such developmental process is of critical significance to the construction of a China-based P4C model and the equal dialogue between scholars in China and those from the West. Generally speaking, P4C in China has been growing from the stage of basic introduction, to the initial experiment stage, slow increase stage and then to the stage of rapid and diverse development. Chinese scholars have made great academic contributions at the issues of curriculum, children, school and teacher, and comparative studies on P4C. In the near future, our studies on P4C should focus more on the localization of practical exploration, on the transformation to the philosophy of childhood, and on the close link with the broad child studies, so that a stronger voice of China can be demonstrated in the international stage.
Keywords：philosophy for children, philosophy of childhood, basic process, general achievement
Tension of Questioning：Hermeneutic Thoughts on the Questioning of Philosophy for Children
Zheng Minxi
Abstract: Questioning is a very important part of Philosophy for Children. Better questioning strategies can help children find, explore and solve problems in depth. Although the questioning methods of Socrates had a great influence on philosophy for children, there are still further improvements and innovations in Lipman and other scholars' researches which put forward a more appropriate way of questioning and inquiry, and more conformed to characteristics of children's experiences. From these researches of questioning in philosophy for children, we can see that there is a closely relationship between children's questioning and thinking, while Gadamer's hermeneutics also pays attention to the essential relationship between questioning and understanding. Therefore, we can deeply interpret about the questioning activities in philosophy for children by some theories of hermeneutics.
Keywords: philosophy for children; questioning; hermeneutics
“Listening” in Philosophy for Children：Connotation，Significance and Approach
Yang Yan-lu
Abstract：In the past nearly ten years, although listening education has been deeply rooted in the educational world, it has been impeded in reality. Philosophy for Children and listening education are growing out of the same idea. By analyzing the connotation and significance of "listening" in Philosophy for Children, we will open up and reconstruct the broken "listening relationship" and help teachers and students to develop "an ear for thinking" in the community of inquiry. Thus,we will get new inspiration on how to implement listening education in our daily teaching.
Keywords：Philosophy for Children；Listening；Community of Inquiry；Philosophical dialogues
Seeing Children in the Story: The Use of Storytelling in Philosophy for Children
Sun Li-li
Abstract:Children always express their originality to the world with his most natural perception. They keep telling stories, constantly narrating their experiences, and presenting their thoughts and wisdom in narrative ways. American education scholar and author Vivian Gussin Paley suggested that we should listen carefully to children's story dictation and dramatization --storytelling, so as to enter the children's imaginative country and spy on their mysterious world of thought. This study analyzes the way in which Paley’s "doing" philosophy. It is a journey in which children use stories to express themselves, use stories to organize themselves, and present children's stories through drama, and conduct cooperative thinking of groups to explore themselves and connect themselves with the world of life. Teachers should pay more attention to children's storytelling, provide a space for children to storytelling, and understand the child through the story.
Key words: storytelling；self；integration