The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman empha...The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.展开更多
This paper is an attempt to investigate the relationship between John Dewey＇s philosophy and Hu Shi＇s thought. It is argued that the reason for Flu Shi to be attracted by Dewey＇s philosophy lies in his special vers...This paper is an attempt to investigate the relationship between John Dewey＇s philosophy and Hu Shi＇s thought. It is argued that the reason for Flu Shi to be attracted by Dewey＇s philosophy lies in his special version of evolutionism, namely, it-is-up-to-us-ism. However, it is then argued clearly that their understandings of evolutionism are very different from each other and that it is just because of this difference that later Hu Shi＇s thought had to give way to Marxism in China. The first two parts tell us that John Dewey＇s philosophy, influenced by Hegel＇s philosophy and inspired by Darwin＇s evolutionary theory, is a critique of the traditional contemplative philosophy. It is about how to sustain our commitment to experience in the situation where the given End of life has been shattered, that is, it is the philosophy about democracy. The last two parts argue that Hu Shi did not derive this problem consciousness fi-om Dewey. He tried to insert Dewey＇s theory of intelligent inquiry into the special, Chinese version of evolutionism, it-is-up-to-us- ism. In this way, he did not see the key issue in Dewey＇s philosophy of democracy. This finally led to his inability to solve the problem of how to unify and motivate the Chinese people.展开更多
文摘The idea of Philosophy for Children （P4C） initiated by Matthew Lipman aims to foster critical and creative thinking in children through the pedagogy of a community of inquiry. In his formulation of P4C, Lipman emphasizes the role of logical reasoning in thinking and assumes a mutually reinforcing relationship between critical and creative thinking. In this paper, I present an example of a real classroom dialogue which illustrates the inherent tension between logical and creative thinking, as well as the need to go beyond critical thinking. I then proceed to argue for the importance of communication in creating and sustaining a genuine community of inquiry. In conclusion, I suggest that John Dewey＇s view of communication as essentially transformative, aesthetic, educative, and moral can be made the basis for envisioning an alternative focus of P4C--namely, the ideal of artful communication, which has far-reaching implications for realizing the democratic idea of ＂community＂ in a community of inquiry.
文摘This paper is an attempt to investigate the relationship between John Dewey＇s philosophy and Hu Shi＇s thought. It is argued that the reason for Flu Shi to be attracted by Dewey＇s philosophy lies in his special version of evolutionism, namely, it-is-up-to-us-ism. However, it is then argued clearly that their understandings of evolutionism are very different from each other and that it is just because of this difference that later Hu Shi＇s thought had to give way to Marxism in China. The first two parts tell us that John Dewey＇s philosophy, influenced by Hegel＇s philosophy and inspired by Darwin＇s evolutionary theory, is a critique of the traditional contemplative philosophy. It is about how to sustain our commitment to experience in the situation where the given End of life has been shattered, that is, it is the philosophy about democracy. The last two parts argue that Hu Shi did not derive this problem consciousness fi-om Dewey. He tried to insert Dewey＇s theory of intelligent inquiry into the special, Chinese version of evolutionism, it-is-up-to-us- ism. In this way, he did not see the key issue in Dewey＇s philosophy of democracy. This finally led to his inability to solve the problem of how to unify and motivate the Chinese people.
