儿童哲学本土化困境及其对我国教育研究的启示

Difficulties in Localizing Philosophy for Children and Implications to Educational Research in China

从李普曼儿童哲学在我国大陆进行第一次大规模介绍至今已有十余年,但迄今为止,儿童哲学的具体实施和研究仍只存在于局部的小范围之内,受到个别团体或单位及个别学者的关注。究其原因,主要是由教育效果的后显性特征、儿童哲学自身的局限性以及"自下而上"的推广方式等多方因素所致。通过对儿童哲学本土化困境及其原因的分析、探讨,可为我国教育研究如何借鉴国外理论提供一些有益的参考。

It＇s been more than 10 years since the first large--scale introduction of Lipman＇s philosophy for children in China. Up till now, however, the specific application and studies of the philosophy are still limited in a small field, and only concerned by few groups , institutions and scholars. Non--immediate influence of education, limitations of the philosophy itself, and ＂ bottom--up＂ popularization of the philosophy, all of these lead to difficulties in developing the philosophy. With the help of analyzing and discussing these difficulties and the corresponding reasons, we may find some helpful ways to refer to educational theories from foreign countries.