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The concept of philosophy
with children builds on the work of the American philosopher Matthew Lipman. Philosophy with children is seen as contributing to critical and
creative thinking and in this way to democratic society, conceptualized
in the Dewey tradition. Philosophy helps people to live together,
compare and communicate ideas and values with each other in order to
promote democratic awareness and mutual growth. Democracy includes
recognition of reciprocal interests of individuals and groups. For this
reason democracy cannot be seen as permanently given or a situation
which we, the adults of today, can offer to children, the adults of
tomorrow. Democracy is something we continuously have to work on by
intensive interaction between individuals and groups in society. A
democratic society must put effort in educating children to become
rational and reasonable individuals with developed thinking capacities
and the ability to coordinate and cooperate. The most important aim of
philosophy with children is to help them to develop responsive and
creative ways of thinking by converting the classroom into a community
of dialogue and inquiry.
presentations, documents and links
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philosophy
for democracy is a research project in two phases:
1. democracy in dialogue
2. the phd research philosophy for democracy;
thinking, dialogue and
diversity in primary education
democracy
in dialogue
This research project analyses in 25 classes in different schools
learning processes in and results of lessons that are organized by the
Centre of Philosophy for Children in the project Democracy in Dialogue.
This project offers a structured approach and a two year series of
lessons, in order to help primary schools to give philosophy with
children a fixed place in the school curriculum as a contribution to
active citizenship education.
further reading
philosophy for democracy
Philosophy for Democracy is a
research project which aims to examine whether, in what way and to what
extent Philosophy with Children contributes to the development of
democratic skills and attitudes. The research design is based on the
curriculum model as conceptualized by Goodlad and others who divide the
curriculum into six levels. We used Goodlad’s model to research the
development and implementation of a programme for Philosophy with
Children in primary schools. The first two levels, the ideal and the
formal curriculum, consist of a study of theories about Philosophy with
Children and of the curriculum and learning material that has been
developed. The third level, the interpreted curriculum, concerns the
teachers and their interpretations of Philosophy with Children. The
operational curriculum is the fourth level: what happens in practice
when teachers work with the programme in their practice and children are
philosophising? What are children doing in the philosophy sessions? The
last two levels, the experienced and the effected curriculum, concern
the way children perceive these sessions, and what learning processes
can be identified to contribute to democratic development.
Philosophy for
Democracy has been carried out in four Dutch primary schools where
philosophising is a regular practice. 300 children participated in the
study. Through interviews, observations, audio-registrations, analyses
of philosophical inquiries, and questionnaires, we have collected the
required data.
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