儿童何以做哲学——对儿童哲学教育模式的反思

How Can Children do Philosophy:Reflection on the Educational Model of Philosophy for Children

儿童哲学日益成为一种国内外有影响力的教育思潮,同时也产生了一些对儿童能否从事哲学思考的质疑,其中皮亚杰、基奇纳的观点成为主要代表。儿童哲学从理论和实践进行了回应,它以儿童自发的哲学倾向作为其存在论前提,以“儿童做哲学”作为认识论支撑,以“探究共同体”作为方法论保障,引导儿童进行哲学式的思维活动,由此形成一种集“儿童的哲学”“哲学式探究学习法”“哲学式对话教学法”“关于儿童的教育哲学”于一身的教育模式。这种模式将哲学的问题素材、探究品质、思考方法、理论观点以适当的方式引入课堂实践,改变传统的课堂结构和教学方式,促进儿童在问题意识、探究态度、思维方式、思想视域等方面的完善和提高,以哲学智慧助力儿童的成长与教育的发展。

Philosophy for children(P4C) is increasingly becoming an influential educational trend worldwide. There are debates around the question of whether children can engage in philosophical thinking, with Piaget’s and Kitchener’s doctrines posing substantial challenges. P4C responds to the theoretical and practical challenges by taking children’s spontaneous philosophical inclination as its ontological premise, “children doing philosophy” as its epistemological support, and “community of inquiry” as its methodological guarantee, and form an education model which combines “Children’s Philosophy” “Philosophical Inquiry Learning method” “Philosophical Dialogue Teaching” and “Philosophy of Children”. It guides children to engage in philosophical thinking activities and provides a unique model of philosophy education. This model introduces question materials, inquiry qualities, thinking methods, and theoretical perspectives of philosophy into classroom in an appropriate way, changes the traditional classroom structure and teaching methods, improves children’s question awareness, inquiry attitudes, ways of thinking, and horizons of thought, and promotes the growth of children and the development of education with the wisdom of philosophy.