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| 篇 名 |
Philosophy for Children and Its Application in Gifted Programs |
| 作者/編譯者 |
Jen-der Wang? Sheng-min Cheng |
| 出版年/月 |
1998/9 |
| 期 數 |
68 |
| 頁 次 |
1 ～ |
| 類 別 |
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| 摘 要 |
Conceived by Lipman in the late 60s and early 70s, the notion of philosophy for children was based upon the curiosity in children, the necessity of educational modification, and the possibility of inspiring children to engage in philosophical thinking. As pointed out by Lipman, education in thinking skills should start from childhood, and thus the philosophy-for-children proposal was gradually formed. Aiming at helping children do independent thinking, this proposal incorporates five goals: 1) improving reasoning ability, 2) developing creativity, 3) enhancing intrapersonal and interpersonal relationship, 4) advancing understanding of ethics, and 5) cultivating the ability to discern significance.
Superseding textbooks with novels, this proposal revamps teaching materials and showcased the diversity, subtlety, and flexibility of human relationships via literature. Instead of using traditional philosophical terms, selected novels make use of events confusing to children in their experience, so as to emphasize ways of thinking rather than formal logic. Novels, in addition, provide dialogue patterns on a child-to-child or child-to-adult basis, characterizing non-authoritativeness and anti-dogmatism. Generally speaking, spirit of inquiry, thinking in life, respect for children's ideas, and independent thinking skills are adopted by this well-acclaimed proposal.
More often than not, the goals of gifted programs, both domestic and foreign, include developing students' thinking skills. However, Lipman's philosophy for children lays more emphasis on the exploration of the significance in life experience and collaboration among peers, meanwhile stressing intellectual, skill-wise, and affective development. In the realm of gifted education, that is worth further promotion and application. |
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