Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures: Education in the Asia-Pacific Region: Issues, Concerns and Prospects, cartea 22
Autor Chi-Ming Lamen Limba Engleză Paperback – 12 apr 2015
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Specificații
ISBN-13: 9789814560887
ISBN-10: 981456088X
Pagini: 200
Ilustrații: XIII, 185 p.
Dimensiuni: 155 x 235 x 11 mm
Greutate: 0.29 kg
Ediția:2013
Editura: Springer Nature Singapore
Colecția Springer
Seria Education in the Asia-Pacific Region: Issues, Concerns and Prospects
Locul publicării:Singapore, Singapore
ISBN-10: 981456088X
Pagini: 200
Ilustrații: XIII, 185 p.
Dimensiuni: 155 x 235 x 11 mm
Greutate: 0.29 kg
Ediția:2013
Editura: Springer Nature Singapore
Colecția Springer
Seria Education in the Asia-Pacific Region: Issues, Concerns and Prospects
Locul publicării:Singapore, Singapore
Public țintă
ResearchCuprins
Chapter 1 Introduction.- Chapter 2 Theoretical and Practical Justifications for Popper’s Non-Justificationism.- Chapter 3 Education for Open Society as an Educational Ideal.- Chapter 4 An Empirical Study of the Effectiveness of Lipman’s Philosophy for Children Programme on Promoting Children’s Critical Thinking in Hong Kong, China.- Chapter 5 Reconceptualisation of Childhood for Promoting Justice in an Open Society.- Chapter 6 Conclusions.
Notă biografică
Chi-Ming Lam is Assistant Professor in Philosophy and Education in the Department of International Education and Lifelong Learning at the Hong Kong Institute of Education. His research interests include the philosophy of Karl Popper, critical thinking, and philosophy for children. He has published and presented on these areas both nationally and internationally.
Textul de pe ultima copertă
The purpose of this book is to develop a theory and practice of education from Karl Popper’s falsificationist philosophy for promoting an open society. Specifically, the book is designed to develop an educational programme for achieving Popper’s ideal of fostering critical thinking in children for full participation in an open democratic society.
Arguing that Matthew Lipman’s Philosophy for Children (P4C) programme can fulfil the requirements of Popper’s educational ideal in schools, this study conducted an experiment to assess the effectiveness of the programme in promoting students’ critical thinking in Hong Kong, China – arguably a Confucian heritage society. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking.
Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, this study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.
Arguing that Matthew Lipman’s Philosophy for Children (P4C) programme can fulfil the requirements of Popper’s educational ideal in schools, this study conducted an experiment to assess the effectiveness of the programme in promoting students’ critical thinking in Hong Kong, China – arguably a Confucian heritage society. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students’ critical thinking.
Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, this study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.
Caracteristici
The first attempt to explicate how Lipman’s Philosophy for Children programme helps to achieve Popper’s educational ideal of fostering critical thinking in children for full participation in an open society In developing a Popperian theory and practice of education, not only explores Popper’s epistemological, political, and pedagogical concerns, but also considers the related sociological implications Reports the first systematic investigation into the effectiveness of Lipman’s Philosophy for Children programme on promoting children’s critical thinking in Hong Kong, China – arguably a Confucian heritage society Includes supplementary material: sn.pub/extras