The paper is grounded on the idea that there is a strong pedagogical framework which underlies the Philosophy for Children program and justifies its educational success, since it is nowadays used and practiced all over the world. Even if they are not explicit nor stated, such educational premises can be acknowledged and found disseminated in two different kinds of sources. a) Written sources such as: the novels and manuals composing the curriculum (an example can be seen in the idea of education Lipman explores in Elfie, when Elfie asks to Sophia what school is for, and Sophia answers that she believes that someone can be educated wherever has the opportunity to male meaning of the world and to discover new meanings….); M.Lipman and A.M. Sharp wrintings, interviews, speechs. b) Experiential and empirical sources such as: field data on the educational outcomes produced through the use of philosophical inquiry according to the Philosophy for Children approach; individual and group reflections regarding the practice of the community of inquiry, which constitutes the curriculum educational and didactical methodology.
The educational implications of philosophical inquiry Drawing out the “implicit” pedagogy of the Philosophy for Children movement / Striano, Maura. - (2011). (Intervento presentato al convegno 15th International conference of the International Council of Philosophical Inquiry with Children Moral, Multicultural and Thinking Education tenutosi a Gyeongsang National University, Jinju, South Korea nel 18-20 luglio 2011).
The educational implications of philosophical inquiry Drawing out the “implicit” pedagogy of the Philosophy for Children movement
STRIANO, MAURA
2011
Abstract
The paper is grounded on the idea that there is a strong pedagogical framework which underlies the Philosophy for Children program and justifies its educational success, since it is nowadays used and practiced all over the world. Even if they are not explicit nor stated, such educational premises can be acknowledged and found disseminated in two different kinds of sources. a) Written sources such as: the novels and manuals composing the curriculum (an example can be seen in the idea of education Lipman explores in Elfie, when Elfie asks to Sophia what school is for, and Sophia answers that she believes that someone can be educated wherever has the opportunity to male meaning of the world and to discover new meanings….); M.Lipman and A.M. Sharp wrintings, interviews, speechs. b) Experiential and empirical sources such as: field data on the educational outcomes produced through the use of philosophical inquiry according to the Philosophy for Children approach; individual and group reflections regarding the practice of the community of inquiry, which constitutes the curriculum educational and didactical methodology.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
