Philosophy in the Classroom

by Matthew Lipman

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children. It begins with the assumption that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use. The text is self-contained, however. This revision is thorough-going and incorporates new chapters, as well as new material in old chapters. Part One focuses on the need of educational change and the importance of philosophical inquiry in developing new approaches. Part Two discusses curriculum and teaching methodology, including teacher behavior conducive to helping children. Part Three deals with developing logic skills and moral judgment. It concludes with a chapter on the sorts of philosophical themes pertinent to ethical inquiry for the right and the fair, perfect and right, free will and determinism, change and growth, truth, caring, standards and rules, thinking and thinking for oneself. Education, in this sense, is not a matter of dispensing information; it is the process of assisting in the growth of the whole individual.

Genres: Philosophy, Education

248 pages, Paperback

First published November 30, 1976

Reviews

[Maughn Gregory · Rating 4 out of 5]

This was the book that launched the global P4C movement. I went back to the 1st edition to do some genealogical research on the community of inquiry and was astonished at how well developed the Lipman-Sharp theory of P4C was by 1977. I was especially struck by the chapter on "Logic for Children," which argues strenuously against reducing philosophical inquiry to logical thinking, or even reasoning, and champions imaginative, evaluative and emotive thinking as equally important.

[فاطمه خورشیدی · Rating 3 out of 5]

کتاب برای تبیین نظری رویکرد فلسفه برای کودکان در آموزش تفکر به بچه‌ها نوشته شده. خواندنش برای معلمی که میخواد توی این حوزه کار کنه لازمه. نمی‌دونم مشکل از ترجمه‌ست یا نگارش اصلی ولی به نظرم جای روان‌تر بیان کردن مفاهیم رو داره و بعضی قسمت‌ها نه تیتر ربط مشخصی به محتواش داره نه مقصود نویسنده از یک پاراگراف یا یک بخش در نهایت مشخص میشه. الغرض برای معلمی که نیازمند استفاده عملی از این رویکرده یک بار خواندنش کافی نیست و نیاز به مراجعه‌ی مکرر داره. من اشتباه کردم و خلاصه‌نویسی نکردم اما توصیه‌ی اکید دوستان دیگرم که با این کتاب درگیر بوده‌اند نت‌برداری برای مراجعه‌ی مجدد و‌ پیاده‌سازی عملی بود.
من از رویکرد لیپمن و این کتاب به تربیت اخلاقی خیلی حظ بردم و از خواندن کتاب به‌طور کلی احساس رضایت دارم.

[Soltani.Zsm]

ترجمه روانی نداشت متاسفانه

[Doni · Rating 2 out of 5]

Too specifically tailored to use with textbooks the author has written.

[Stuart Macalpine · Rating 4 out of 5]

Useful and interesting on both broader pedagogy of thinking and specifically P4C. Useful and pragmatic approaches to kinds of thinking that are important in children thinking well. A great humanistic read.