孔子对话教学视野下儿童哲学探究团体的重构与创新

The Reconstruction and Innovation of the Community of Inquiry in Philosophy for Children from the Perspective of Confucian Dialogical Pedagogy

如何将源于西方的儿童哲学项目本土化是过去三十年以来教育者们普遍关注的关键问题,而从中国智慧传统的奠基者及其教学实践出发来重思和发展儿童哲学的既有模式,则是化解此问题的必由之路。孔子的对话教学在"无知"精神的秉持、对主动与独立思考的强调、对相互学习的重视,均可表明它与基于苏格拉底对话的儿童哲学存在相通之处,据此可将探究团体的目标、取向和策略予以重构和创新,从而为建立起具有中国特色的儿童哲学话语体系奠定坚实的基础。

How to localize the western-based Philosophy for Children （P4C） program has always been the central issue for Chinese educators in the past three decades, and one of the key solutions might be the reconsideration and redevelopment of the current models of P4C based on the traditional wisdom of ancient Chinese philosophers. Since Confucius acknowledged his attitude of ＂non-knowing＂, emphasizing active and independent thinking, and the community learning. Confucian dialogical pedagogy can be seen inherently connected to P4C which is believed to origin from the Socratic dialogue. Therefore, the reconstruction of the purpose, orientation and strategies of the community of philosophical inquiry is rather necessary, in order to establish a solid foundation to the formation of Chinese discourse on P4C.