Unit:
Falulty of PhilosophyLibrary of the School of Philosophy
Dissertation committee:
Λάζου Άννα, Αναπληρώτρια Καθηγήτρια, Τμήμα Φιλοσοφίας, ΕΚΠΑ
Αραμπατζής Γεώργιος, Καθηγητής, Τμήμα Φιλοσοφίας, ΕΚΠΑ
Πολίτης Γεώργιος, Καθηγητής, Τμήμα Φιλοσοφίας, ΕΚΠΑ
Πανταζάκος Παναγιώτης, Καθηγητής, Τμήμα Φιλοσοφίας, ΕΚΠΑ
Πρωτοπαπαδάκης Ευάγγελος, Αναπληρωτής Καθηγητής, Τμήμα Φιλοσοφίας, ΕΚΠΑ
Φωτεινή Βασιλείου, Επίκουρη Καθηγήτρια, Τμήμα Φιλοσοφίας, ΕΚΠΑ
Κωνσταντίνος Ράντης, Αναπληρωτής Καθηγητής, Τμήμα Φιλοσοφίας, Πανεπιστήμιο Ιωαννίνων.
Original Title:
Το ρεύμα της φιλοσοφίας για παιδιά. Θεωρητικές προϋποθέσεις και πρακτικές εφαρμογές: Η διδασκαλία της φιλοσοφίας στις δύο τελευταίες τάξεις του Δημοτικού μέσω διαθεματικών προσεγγίσεων και της δραματικής τέχνης.
Translated title:
The Philosophy for Children stream. Theoretical prerequisites and practical applications: The teaching of philosophy in the last two grades of primary school through cross-thematic approaches and dramatic art.
Summary:
This doctoral thesis studies the possibility of teaching philosophy in primary education and systematically investigates the ways in which this venture can become fruitful for the holistic development of children. Reference is made to the main components and theoretical origins that contributed to the formation of the stream of Philosophy for children with clear connections to the legacy of the Socratic philosophical pattern of life and thought, to the assistance of Pragmatism with a focus on John Dewey, to the experiential form of the Wittgensteinian language communication. thought and finally to the pedagogic-psychological position of Lev Vygotsky's social constructivism on language development and the importance of playful activities.
Matthew Lipman's proposal is an analytical reconstruction of the curriculum, a systematic attempt at pedagogy with a philosophical vision. It is argued that cladding the pedagogical practice philosophically leads to the cultivation of critical and creative thinking, to the emotional development of children and to the strengthening of their social identity.
The study highlights the superiority of cross-thematic programs, which are based on the principles of experiential learning, their enrichment with playful activities, the value of collective inquiry and the recognition of the multiplicity of human intelligence. Pedagogical flexibility, critical awareness of knowledge and the importance of social synergy characterize philosophically grounded pedagogical endeavors where the child is seen as a reflective participant and creator of the pedagogical experience.
The entry of philosophy into primary education does not aspire to be annexed as a new cognitive object, but to become the condition for changing the school culture. The study focuses on the contribution of art and its axes of benefit to children on a cognitive, emotional, social and psychological level with the human body as a pivotal concept in the play context, where the child acts safely and ultimately discovers emerging meanings. Points of convergence and dialogue between philosophy and art are highlighted, based on the aesthetic theory of the pragmatist philosopher, John Dewey, who viewed art as a human activity and a meaningful experience.
The current thesis’ practical part includes cross-thematic work plans, which are based on the collaboration of different cognitive subjects, methodologically inspired by philosophy for children, while at the same time including modern pedagogical tools. Workplans focus on the tripartite: inquiry-reflection-creativity in the context of learning communities. In addition, a proposed research program is developed regarding the application of philosophy in the education of primary school-aged children of the last two grades and the corresponding research tools of the possible experimental project are proposed.
Main subject category:
Philosophy - Psychology
Keywords:
Philosophy for children, Socratic thought, Pragmatism, Art, learning by doing, Linguistic expression, Bodily expression, social development, Emotional intelligence
Number of references:
758
