Philosophy for Children

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for the teachers any time they need. The writing of these books presumes that we find ourselves in the presence of a program that’s not only philosophical but as well educational, which demands an ethical commitment of giving continuity to the teacher’s formation and total chances, by the teachers and schools, to put into effect the program. 3. A formation program for teachers, that will allow them to extract all the possibilities from the texts, assuring them that the task that’s being performed is the development of the complex thought and the philosophical discussion and not something ”similar” (scientific and religious discussion, or group therapy). 4. Pedagogic methodology that tends to transform the class into an community of inquiry. Curriculum The philosophical issues are presented in a daily language. The program has been structured in different levels, that corresponds to different ages and courses. It presents a sequential order, in such a way that the same plot is restudied in a deeper way in a higher level, and at the same time new subjects are introduced. According to the possibilities, and the children’s interests and necessities, it’s possible to organise the following schedule, that is supposed to be worked in a spiral manner and which plots should be recaptured each time more deeply. 1. First approach to the methodological basic points that tends to develop the ability of communication, of expression, participation and co-operation among the kids. Concepts like ambiguity , identity, name, family, tastes, truth, lies are introduced. http://www.ffst.hr/ENCYCLOPAEDIA/ 2. It’s focused on the acquisition of language, attending to the rational forms that are implicit in the kid’s daily conversation. Also puts emphasise on the intensification of the perceptive consciousness, on sharing perspectives through the philosophical discussion, in the similarities, distinctions and classifications and by thinking over it’s own daily experience. 3. As soon as the kids are already familiar to the knowledge of a plural and dynamic (constant changes) reality, they are prepared to start thinking about the language. At this stage, the semantics and syntactics structures, the detection of speech vagueness, the discussion of concepts that establishes relation and philosophical notion, such as, casualness, space, individual, class, are paid more attention. 4. The students are introduced into the logic field, going through not only the language, but specific areas as ethical and social research as well. All this work, as always occurs in the program, goes on according to the kids’ interests, and in no way, logic is ”taught”. Our task with the program is to work as midwives: the child 2
that is to be born is in the students and not in us (at least not at the moment in which we are supposed to co-ordinate the philosophical discussion, in which, as adults, we shouldn’t give our opinion, but instead make questions in order to help the students in this wisdombirth). The main reason to have formal logic in the curriculum is to help the students finding out they can think about their own thoughts in an organised way. Formal logic contains the criteria in which one can discriminate between the valid reasoning and any other kind which it isn’t, and in this sense, it’s an important subject among all science and essential when thinking education as a way to improve the thoughts. At this phase, from a variety of situation and on the detection of applications that shows how it can be used, the discoveries and awareness of the formal logic rules are focused. As the kids are already familiar to their own language, a formal logic system useful for this is syllogistic logic, which main features are: consistency, or lack of contradictions, logic consequence, or the way in which, according to the rules, allows to go from one sentence to others and coherence, or the way in which the rules are in accordance in a whole united and systematic. Because of the limited application of this kind of logic, the focus on good reason are also worked, introducing informal logic, that permits to evaluate one’s thoughts and others in relation to the actions and happenings. This focus doesn’t present any particular rule besides insisting on the search for good reasons in a particular situation and appreciate the reasons that were offered. It’s worked with the kids accomplishing impartiality, objectivity, respect for people, being a primary aim helping the members of the research community to discover a great number of applications a structured deliberative thought presents and stimulate them to use the reflections thought actively in their lives. The main effort in this teaching consists in maintaining the research process and stimulate reasons’ assessment. With this process, that is supposed to be worked in a transverse way, ethical and social research field are developed. http://www.ffst.hr/ENCYCLOPAEDIA/ 5. The emphasis are put on the deepness of the philosophic specialisation as ethic, aesthetic, metaphysic and gnoseologic research. Each unity of the program – texts for the students and the extra material for the teachers is a thematic group that gradually introduces to the class group the personal and dialogic thought. Even though the units present a graduation in the questions difficulties that are presented, each one is independent from the other and can be administrated during one or two years to the same class group. The main objective of each book in the program is to supply the readers with elements capable of making them aware of their own thoughts and the way in which one’s thoughts may work in their lives. The book is, therefore, the starting point for the philosophical discussion. On the following page there is a Philosophy for Children program schedule, with the details about the texts, teacher’s manual, area belonging to and a frame with the application’s school’s levels. 3
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Page 5 and 6: children to express mutually their
Page 7 and 8: people who participate in a dialogu

Philosophy for Children

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