What is Philosophy for Children, What is Philosophy with Children-After Matthew Lipman?

Abstract

Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full‐fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of education and, by implication, in society as a whole. This article focuses on this growing interest by offering a survey of the main arguments and ideas that have given shape to the idea of philosophy for children in recent decades. This aim is twofold: first, to make more familiar an actual educational practice that is not at all well known in the field of academic philosophy itself; and second, to invite a re‐thinking of the relationship between philosophy and the child ‘after Lipman’.

The Impact of a Mindfulness-Based Intervention on Happiness: A Reflection on the Relevance of Integrating a Positive Psychology Framework within Mindfulness Research in Youth

“…In order to expand on this literature, experimentally manipulating participants' levels of mindfulness by training them to become more mindful, in order to evaluate its impact on well-being and on the satisfaction of basic psychological need fulfillment, would provide a clearer picture of the links between these three concepts. Incorporating philosophy for children (P4C) workshops into MBIs could also be interesting, as P4C aims to ensure selfdetermination in children (Vansieleghem and Kennedy 2011). Along the same line, future research could aim to measure self-compassion (an essential component of MBI training) in youth, especially for those with mental health disorders, as this construct has been linked to greater basic psychological need fulfillment in adults (Neff et al 2005).…”

Filosofía para hacer las paces con niñas y niños. Un estímulo para la creatividad

“…Una de las pocas experiencias de este tipo de pedagogía liberadora tiene lugar en la escuela de la Filosofía con Niñas y Niños, la cual nace con Lipman en los años setenta, con el objetivo de fomentar la actividad filosófi-ca desde edades tempranas (Lipman, 1988(Lipman, y 1993Lipman y Sharp, 1978;Vansieleghem y Kennedy, 2011). Inspirándose en la filosofía socrática (Smith, 2011) e influido por Leonard Nelson (Arnaiz, 2007: 36), quien consideraba que era imprescindible "enseñar a filosofar a través de una didáctica no dogmática, que privilegiase el descubrimiento personal de los alumnos", Lipman idea la comunidad de indagación filosófica en la cual las niñas y los niños, sentados en círculo, son los principales encargados de su aprendizaje, estructurado mediante diálogos (Jasinski y Lewis, 2016) a partir de preguntas que son resultado de la lectura de cuentos en el aula (Haynes, 2004).…”

'Philosophy for children' as creating the zone of proximal development

“…kao praktikovanje filozofije. U izboru takve koncepcije programa mnogi autori prepoznaju uticaj sokratovske tradicije (Sokrat nije druge podučavao filozofiji, već ih je učio da "filozofiraju"), kao i tradicije pragmatizma (Daniel & Auriac, 2011;Gregory 2011;Vansieleghem &Kennedy, 2011). Nama se čini da se i ovde može povući paralela sa idejama Vigotskog, po kome suština obrazovanja (kao "artificijelnog razvoja") nije u usvajanju sadržaja i informacija, već u ovladavanju intelektualnim aktivnostima, strategijama i tehnikama koje su specifične za način mišljenja (dolaženja do znanja) u datoj naučnoj oblasti.…”