儿童哲学的基本框架及其对二元论的超越

The Basic Framework of Philosophy for Children and Its Transcendence over Dualism

儿童哲学在基础教育领域中的广泛发展引发了很多关于儿童哲学的不同理解乃至理念分歧,有观点将儿童哲学理解为"教儿童哲学",也有观点将其作为"儿童自己的哲学"。这种分歧的根源在于仍以二元论的认知框架来看待儿童哲学,将"儿童"与"哲学"分裂为两个对立的极端,并集中体现在"儿童与成人"、"能力与知识"、"个体与群体"三组矛盾中。本文将分别对三组矛盾进行考察和分析,通过消解二元论来重新阐述儿童哲学的理念、方法以及特征,认为儿童哲学以"儿童做哲学"为核心理念,以"共同体探究"为基本方法,以"儿童中心、哲学思维、民主群体、对话探究"为四个基本特征,力图为儿童哲学在中国的发展和实践提供更为清晰的指引。

The widespread development of Philosophy for Children(P4C)in the field of elementary education has given rise to many different understandings and even conceptual divergences. Some people understand P4C as"teaching children philosophy"or as"philosophy by children themselves". The root of this disagreement lies in the fact that the continuing dualistic cognitive framework of P4C splits"children"and"philosophy"into two, which is evidenced by three contradictions of"child and adult","ability and knowledge", and"individual and group". This paper examines these contradictions and re-articulates the ideas,methods, and characteristics of P4C through the dissolution of dualism. It is believed that the core idea of P4C is"children do philosophy", that its basic method is"community-inquiry pedagogy", that its four basic characteristics are"children-centered,philosophical thinking, democratic community, and dialogical inquiry". It is intended that the re-articulation should provide clearer guidelines for the development and practice of P4C in China.