Children's Philosophy and its Triple Value Implications and Practical Exploration
DOI:
https://doi.org/10.54097/ppb1x392Keywords:
Children's Philosophy, Value Implications, Educational PracticeAbstract
Inspired by Lipman's ideas, Matthews published Philosophy of Childhood in 1994, officially establishing the academic field of children's philosophy. Its theoretical foundation lies in the profound recognition of children's philosophical potential, namely, that children can also become subjects of philosophical thinking. This paper aims to deeply analyze the triple value implications of children's philosophy and explore its integration path in educational practice, specifically involving the innovation of educational concepts, the diversification of teaching methods, the implementation of interdisciplinary integrated teaching, and strategies for addressing practical challenges.
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[1] Lipman, M. (1993).Thinking Children and Education[M]. Kendall/Hunt Publishing Company.
[2] Lipman, M. (1996).Natasha and Vygotskian Dialogues[M]. Teachers College, Columbia University Press.
[3] Splitter, L. J., & Sharp, A. M. (1995). Teaching for Better Thinking: The Classroom Community of Inquiry [M]. The Australian Council for Educational Research Ltd.
[4] Reed, R. F., & Sharp, A. M. (1996).Studies in Philosophy for Children[M]. Pixie. Ediciones de la Torre Madrid.
[5] Sharp, A. M., & Reed, R. F. (1992). Studies in Philosophy for Children: Harry Stottlemeier's Discovery [M]. Temple University Press.
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