| 1,483 | 21 | 313 |
| 下载次数 | 被引频次 | 阅读次数 |
儿童哲学课程首创之始,借助于成人为其编写的哲学故事,以此达到儿童哲学思维和逻辑推理能力的训练。今天的儿童哲学实践正逐步超越成人预先设计的哲学文本,以求在教师—文本—儿童之外寻求更大的哲学对话空间。但若以成人的哲学为主导,就会引发"童年殖民"的风险。以"哲学缺乏症"和"天生哲学本能"为理论根基的儿童哲学教育,具有完全不同的哲学观。两种哲学观下的儿童哲学课出现了至少三种理论分歧:训练儿童的哲学思维还是倾听儿童的声音、教儿童哲学还是尊重儿童的哲学,以及苏格拉底对话的可能性与有限性。超越以"哲学知识"为第一性的儿童哲学课,需要重新回到以"儿童"为第一性上来,在重思"马修斯儿童哲学"为"李普曼儿童哲学课程"奠基的基础上,科学地把握儿童哲学课程完整而丰富的涵义。
Abstract：At the beginning of the philosophy for children, the training of children's philosophical thinking and logical reasoning ability can be achieved by means of the philosophical stories written for children by adults. Today's practice of philosophy for children is gradually transcending the pre-designed philosophical texts of adults, in order to pursue a larger space of philosophical dialogue beyond the teacher-text-children relations. But with the philosophy of adulthood at the forefront, the risk of childhood colonization will arise. The philosophical education for children, based on the theories of "philosophical deficiency" and "natural philosophical instinct", has completely different philosophical views. There are at least three theoretical divergences in the philosophy for children under the two philosophical views: to train children's philosophical thinking or to listen to children's voices, to teach children's philosophy or to respect children's philosophy, and the possibilities and limitations of Socrates' s dialogue. It is necessary to go beyond the curriculum of philosophy for children, which takes "philosophical knowledge" as the first, to return to "children" as the first, and to rethink "Gareth B. Matthews' s philosophy of children" as the foundation of "Matthew Lipman's philosophy for children" in order to grasp scientifically the complete and rich significance of the philosophy for children.
[1][17][39][65] V?litalo,R.,Juuso,H.& Sutinen,A.Philosophy for Children as an Educational Practice[J].Studies in Philosophy and Education,2016(35):79-92.
[2] Vansieleghem,N.& Kennedy,D.What Is Philosophy for Children,What Is Philosophy with Children — After Matthew Lipman[J].Journal of Philosophy of Education,2011(2):171-182.
[3][44] 刘晓东.论儿童哲学课的哲学基础[J].教育发展研究,2018(15—16):57-64.
[4] 乔寿宁.美国儿童哲学教育评介[J].山西大学学报,1987(3):74-76.
[5] 刘晓东.儿童哲学:外延和内涵[J].浙江师范大学学报(社会科学版),2008(3):48-51.
[6] 高振宇.儿童哲学的再概念化——对李普曼与马修斯“对话”的再思考[J].学前教育研究,2010(6):8-11.
[7] Oakley,A.Women and Children First and Last:Parallels and Differences between Children and Women’s Studies [A].Mayall,B.(Ed.),Children’s Childhoods Observed and Experienced.New York,NY:Falmer Press,1994:29.
[8][20] Kohan,W.O.Childhood,Education and Philosophy:Notes on Deterritorialisation[J].Journal of Philosophy of Education,2011(2):339-357.
[9] Grajczonek,J.How Shall We Know Them?Part 1:The Construction of “Child” and “Childhood” in Official Church Educational Documents[J].Journal of Religious Education,2010(2):9-18.
[10] Grajczonek,J.The Construction of “Child” and “Childhood” in Official Church Educational Documents Part 2:Implications for Early childhood religious education[J].Journal of Religious Education,2011(4):40-47.
[11][27][28][30][31][32][55] [美] 马修斯.童年哲学[M].刘晓东,译.北京:三联书店,2015:22,引言开悟 9-10,142,169-170,9,177,26.
[12][13] [英] 洛克.人类理解论[M].关文运,译.北京:商务印书馆,2017:73-74,51.
[14] [德] 康德.康德三大批判合集(上)[M].邓晓芒,译.北京:人民出版社,2009:247.
[15][16] [德] 雅斯贝尔斯.智慧之路[M].柯锦华,范进,译.北京:中国国际广播出版社,1988:2,4.
[18] 王清思.论杜威学说与儿童哲学的关系[J].哲学与文化(台湾),2018(6):81-100.
[19][21] Farahani,M.F.The Study on Challenges of Teaching Philosophy for Children[J].Procedia — Social and Behavioral Sciences,2014(116):2141-2145.
[22][26] Oral,S.B.Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?[J].Studies in Philosophy and Education,2013(32):361-377.
[23] Topping,K.J.& Trickey,S.Collaborative Philosophical Enquiry for School Children:Cognitive Gains at Two-Year Follow-Up[J].British Journal of Educational Psychology,2007(77):787-796.
[24] Jackson,T.E & Deutsch,E.“Where We Are Now”[J].Journal of Thinking,1978(2):12-21.
[25] Topping,K.J.& Trickey,S.The Role of Dialog in Philosophy for Children[J].International Journal of Educational Research,2014(63):69-78.
[29][33][80] [美] 马修斯.哲学与幼童[M].陈国容,译.北京:三联书店,2015:120,51,136.
[34] Lipman,M.A Life Teaching Thinking:An Autobiography [M].Montclair:The Institute for the Advancement of Philosophy for Children,2008:148.
[35] Horton,M.& Paulo F.We Made the Road by Walking[M].Philadelphia,PA:Temple University Press,1990:47.
[36] Kohan,W.O.Paulo Freire and Philosophy for Children:A Critical Dialogue[J].Studies in Philosophy and Education,2018(37):615-629.
[37] Lipman,M.Thinking in Education[M].Cambridge:Cambridge University Press,2003:8.
[38][84] Vansieleghem,N.& Kennedy,D.What Is Philosophy for Children,What Is Philosophy with Children — After Matthew Lipman?[J].Journal of Philosophy of Education,2011(2):171-182.
[40] Cleghorn,P.Why Philosophy with Children?[J].Education Review,2002(2):47-51.
[41] 金生鈜.哲学地教儿童[J].中国德育,2018(4):42-45.
[42] 龙宝新.儿童是谁——重构我们的儿童哲学[J].少年儿童研究,2009(2):59—60.
[43] 钱雨.儿童哲学的意义——马修斯与李普曼的儿童哲学观辨析[J].学前教育研究,2009(9):52-56.
[45][50] 刘晓东.童心乃哲学之根——兼评一堂儿童哲学课[J].上海教育科研,2018(1):5-9.
[46] 刘晓东.论儿童的哲学与儿童哲学课[J].苏州大学学报(教育科学版),2019(3):51-59.
[47] 高伟.浪漫主义儿童哲学批判:儿童哲学的法权分析[J].全球教育展望,2017(2):12-23.
[48][81] 刘晓东.儿童哲学初探[J].江西教育科研,1991(8):8-11.
[49] 朱自强.解密童书中的儿童哲学[N].中国教育报,2012-4-2(10).
[51] 高振宇.儿童哲学诞生的哲学基础[J].学前教育研究,2008(7):34-41.
[52] 罗瑶.从“儿童的哲学”到“童年哲学”:马修斯的思想进路及其启示[J].学前教育研究,2019(7):21-31.
[53][76] Pugh,A.J.The Theoretical Costs of Ignoring Childhood:Rethinking Independence,Insecurity,and Inequality[J].Theory and Society,2014(1):71-89.
[54][71] Farahani,M.F.The Study on Challenges of Teaching Philosophy for Children[J].Procedia — Social and Behavioral Sciences,2014(116):2141-2145.
[56][77][79] Adams,K.The Concept of the Child through a Spiritual Lens:Implications for Interdisciplinary Approaches and Religious Education[J].Journal of Religious Education,2017(65):81-93.
[57][61] Hill,M.,Davis,J.,Prout,A.& Tidsall,K.Moving the Participation Agenda Forward[J].Children and Society,2004(18):77-96.
[58] Fielding,M.Transformative Approaches to Student Voice:Theoretical Underpinnings,Recalcitrant Realities[J].British Education Research Journal,2004(2):295-311.
[59] Sampson,E.Cognitive Psychology as Ideology[J].American Psychologist,1981(7):730-743.
[60][62][66][69] Barrow,W.Dialogic,Participation and the Potential for Philosophy for Children[J].Thinking Skills and Creativity,2010(5):61-69.
[63] McGuiness,C.Teaching Thinking:Theory and Practice.Pedagogy — Learning for Teaching[J].BJEP Monographs Series,2005(3):107-126.
[64][78] Vansieleghem,N.Philosophy for Children as the Wind of Thinking[J].Journal of Philosophy of Education,2005(1):19-35.
[67] Markova,I.Constitution of the Self:Intersubjectivity and Dialogicality[J].Culture and Psychology,2003(3):249-259.
[68] Kennedy,D.Philosophy for Children and the Reconstruction of Philosophy[J].Metaphilosophy,1999(4):338-359.
[70] Barrow,W.Dialogic,Participation and the Potential for Philosophy for Children[J].Thinking Skills and Creativity,2010(5):61-69.
[72][73] Murris,K.The Philosophy for Children Curriculum:Resisting “Teacher Proof” Texts and the Formation of the Ideal Philosopher Child[J].Studies in Philosophy and Education,2016(35):63-78.
[74] 方展画,吴岩.李普曼以对话为核心的儿童哲学课及其启示[J].教育研究,2005(5):70-76.
[75] 白倩.马修斯儿童哲学的要旨与用境:对儿童哲学“工具主义”的反思[J].全球教育展望,2017(12):3-11.
[82][83] 刘晓东.美国哲学家加雷斯·皮·马修斯的儿童哲学研究[J].外国教育研究,1995(5):31-35.
[85] 王澍.儿童哲学研究范式的转换[J].教育研究,2019(6):70-80.
[86] 林德宏.儿童的哲学世界[J].南京大学学报,1999(4):149-155.
[87] 刘晓东.儿童哲学课的未来形态与可能境界[J].教育发展研究,2019(Z2):3.
基本信息:
中图分类号:G612
引用信息:
[1]陈乐乐.儿童哲学课程:哲学本能与童年殖民的博弈[J].全球教育展望,2020,49(12):41-54.
基金信息:
2020年度河南省哲学社会科学规划项目“儿童哲学的理论进展及其教育学意义研究”(项目编号:2020CJY040)的研究成果
2020-02-25
2020
2020-03-16
2020-12-08
2020
1
2020-12-10
2020-12-10