Philosophy in the Classroom.

Autor/inn/en	Lipman, Matthew; und weitere
Institution	Montclair State Coll., Upper Montclair, NJ. Inst. for the Advancement of Philosophy for Children.
Titel	Philosophy in the Classroom.
Quelle	(1977), (183 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Child Development; Childhood Attitudes; Children; Cognitive Processes; Curriculum Development; Educational Needs; Educational Objectives; Elementary Education; Elementary School Curriculum; Ethics; Humanities; Intellectual Development; Logic; Moral Development; Philosophy; Productive Thinking; Teaching Methods + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Kindesentwicklung; Child; Kind; Kinder; Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Ethik; Geisteswissenschaften; Humanwissenschaften; Mental development; Geistige Entwicklung; Logik; Moralische Entwicklung; Philosophie; Produktives Denken; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This handbook for educators and parents discusses the need to include philosophy in the elementary classroom. The authors point out that as a question-raising discipline, philosophy is appropriate to guide children's natural inquisitiveness through the educational process. It encourages intellectual resourcefulness and flexibility which can enable children and teachers alike to cope with the disconnectedness and fragmentization of existing curricula. It can help develop sound reasoning and ethics. The first six chapters discuss reasons for including philosophy in the curriculum, aims and objectives of the philosophy for children program, and methods of teaching and guiding philosophical discussions. The point is made that children frequently are not satisfied with simplified answers to their questions, and that their minds should be trained at an early, receptive age to consider metaphysical, moral, and logical issues. Chapter seven presents an argument for the use of formal and nonformal logic in teaching children to think constructively and learning to make inferences and deductions on their own. In chapter eight, the authors explore the following question: can moral education be divorced from philosophical education? The interrelationship of logic and morality indicates that the answer is no. See SO 009 951 for a philosophical reader for junior high students. (Author/AV)
Anmerkungen	Institute for the Advancement of Philosophy for Children, Montclair State College, Upper Montclair, New Jersey 07043 ($4.00 paperbound plus $0.50 postage)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01