Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Philosophy for Children" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-14 z 14
    Tytuł:
    Philosophy for Children: Some Assumptions and Implications
    Autorzy:
    Lipman, Matthew
    Powiązania:
    https://bibliotekanauki.pl/articles/781502.pdf
    Data publikacji:
    2011
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    philosophy
    children
    ethics
    morality
    philosophy for children
    Opis:
    It is a pleasure to be able to thank the editors of Ethik und Sozialwissenschaften for inviting me to write this paper about the Philosophy for Children program, with which I have been associated since it began at the end of the 1960's
    Źródło:
    Ethics in Progress; 2011, 2, 1; 3-16
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”
    Autorzy:
    Dominika, Depta-Marel,
    Powiązania:
    https://bibliotekanauki.pl/articles/891996.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy for children
    question
    wisdom
    critical thinking
    progress
    Opis:
    In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 305-317
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Samozapytywanie jako pielęgnowanie mądrości. O pięciu pożytkach płynących z uprawiania „Dociekań filozoficznych z dziećmi”
    Autorzy:
    Depta-Marel, Dominika
    Powiązania:
    https://bibliotekanauki.pl/articles/1789852.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy for children
    question
    wisdom
    critical thinking
    progress
    Opis:
    In her text the author analyses what philosophising with children is. She tries to ponder the question whether it is possible and in what way one could assess progress in the philosophising of students. Taking as a starting point Matthew Lipman’s definition that critical thinking (in this context – philosophical thinking) “requires criteria, is self-correcting and sensitive to context”, she decides to claim that the ability to ask questions is the best test for this kind of thinking. A pedagogical experiment has been conducted in which two groups (a P4C group and a control group) have to write which of the questions that they have asked themselves have changed anything in their lives. It turned out that the PC4 students had questions coming from themselves (as opposed to external situations). These questions were abstract, existential in character, difficult to solve (as opposed to closed-ended questions); they ‘worked’ in the student longer and deeper (as opposed to a quick answer, lack of struggling); they changed the way of thinking of the students (as opposed to changing a particular decision); they remained unresolved (as opposed to finding a quick answer).
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 305-317
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Utváranie vzťahu k prírode a jej ochrane prostredníctvom filozofických literárnych príbehov
    Forming a relationship with nature and its protection through philosophical literary stories
    Autorzy:
    Borisová, Simona
    Powiązania:
    https://bibliotekanauki.pl/articles/25806079.pdf
    Data publikacji:
    2022
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    philosophy for children
    philosophical literary stories
    nature protection
    sustainable development
    Opis:
    The paper focuses on working with philosophical literary stories, which by their nature, in addition to the development of children’s thinking can be useful in developing awareness of nature protection and sustainable living. Attitudes in solving environmental problems are related to education in the past, present and future. The inspiration for writing this paper is the educational program Philosophy for Children. The application part of this program includes several activities — reading philosophical stories, questions creating, philosophical discussion and other complementary activities. We consider Philosophy for Children as a form of applied philosophy, focused on the area of practical human interests.
    Źródło:
    Paidia i Literatura; 2022, 4; 1-10
    2719-4167
    Pojawia się w:
    Paidia i Literatura
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Philosophy for Communites al Liceo “Govone” di Mondovì (Italy)
    Autorzy:
    Bevilacqua, Silvia
    Casarin, Pierpaolo
    Powiązania:
    https://bibliotekanauki.pl/articles/781392.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    post philosophy for children/communities
    practices
    thinking
    inquiry
    in-between
    Opis:
    In this contribution we shall focus on the project of philosophy for communities carried out at the Liceo “Vasco-Beccaria-Govone” (Mondovì , Italy) within the IX edition (2016) of the CeSPeC Summer School on Futures, imagining the world of tomorrow. Philosophy is understood as a practice, an experience, a creation of concepts, an inquiry, as an exercise of argumentation and research. Thanks to this view, a dialogue has opened up with the pupis of this school. In this contribution we present the perspective of a post-philosophy for children and we understand it as an opportunity for philosophy in itself.
    Źródło:
    Ethics in Progress; 2017, 8, 1; 252-262
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czy filozofia dla dzieci jest filozofią?
    Autorzy:
    Andrea, Folkierska,
    Powiązania:
    https://bibliotekanauki.pl/articles/892197.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy for children
    hermeneutics
    Arendt
    Gadamer
    thinking
    reasoning
    school education
    Opis:
    The aim of the article is to examine the philosophical value of the famous and widespread American educational project of the “Philosophy in the Classroom”. To fulfil this task, the author analyses the key concepts and the basic premises of the project in terms of their consistency and philosophical background. The critique is embedded in the conceptual framework of Hannah Arendt’s political philosophy as well as of Hans-Georg Gadamer’s philosophical hermeneutics.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 146-162
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Czy filozofia dla dzieci jest filozofią?
    Autorzy:
    Folkierska, Andrea
    Powiązania:
    https://bibliotekanauki.pl/articles/1789840.pdf
    Data publikacji:
    2015
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy for children
    hermeneutics
    Arendt
    Gadamer
    thinking
    reasoning
    school education
    Opis:
    The aim of the article is to examine the philosophical value of the famous and widespread American educational project of the “Philosophy in the Classroom”. To fulfil this task, the author analyses the key concepts and the basic premises of the project in terms of their consistency and philosophical background. The critique is embedded in the conceptual framework of Hannah Arendt’s political philosophy as well as of Hans-Georg Gadamer’s philosophical hermeneutics.
    Źródło:
    Kwartalnik Pedagogiczny; 2015, 60(2 (236)); 146-162
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    What is communication? Investigations with kindergarten children
    Autorzy:
    Kaźmierczak, Monika
    Powiązania:
    https://bibliotekanauki.pl/articles/930292.pdf
    Data publikacji:
    2020-12-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    communication
    dialogue
    inquiry
    investigation
    Philosophy for Children (P4C)
    kindergarten age children
    Opis:
    Matthew Lipman’s P4C (Philosophy for Children) method, which in Poland took the names: philosophising with children, philosophical investigations with children, workshops in philosophy, workshop classes in philosophy, workshops on philosophical research, is based on a discussion in which children are the active participants and creators of the classes. In the course of the investigations, one can observe children’s communication behaviour in the dialogue, the level of language and communication skills, the specificity of the child’s thinking and the ability to negotiate or interpret meanings in a peer group. The conducted research on communication shows that for five- and six-year-old children ‘communication’ is primarily about building relationships and reciprocity of linguistic actions.
    Źródło:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2020, 30; 89-107
    2300-391X
    Pojawia się w:
    Interdyscyplinarne Konteksty Pedagogiki Specjalnej
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Cartography of Childhood. A Parcours of Philosophy for Children / Community and Cartography
    Autorzy:
    Bevilacqua, Silvia
    Powiązania:
    https://bibliotekanauki.pl/articles/781295.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Philosophy for Children/Community
    topographies of thinking
    language
    topography of childhood
    Opis:
    The following reflections are born from some practical and theoretical trajectories undertook by the writer – already since a few years in my research scope – around philosophy for children/community and philosophical practices. The experience of some activities proposed at the Liceo Vasco/Beccaria/Govone in Mondovì during the Cespec Summer School 2017 around the issue of Humanitas in the contemporary society was recently added to these reflections. It is a theme that engaged us in several experiences of Philosophy for Community. Throughout these gatherings, we proposed a cartographic writing and philosophical approach. In particular, this contribution will explore the concept of children cartography (cartografia d’infanzia), as an occasion of translating the philosophical discourse into a map of a philosophical debate, also mutuating the concept of philosophical confluence considered by Pierpaolo Casarin. The adopted perspective is the transdisciplinary border where human geography, philosophy, and writing, as disciplinary subjects, can confound their identities and boundaries in a space of immanence in the making. Summarizing, we intend to highlight the themes, concepts, and practical propositions around some practical and theoretical research trajectories, current and future, which hold implications for all of us (and for humanity). Such practices allow again – and still – the possibility of orienting and losing oneself thanks to the Humanitas.
    Źródło:
    Ethics in Progress; 2019, 10, 1; 54-66
    2084-9257
    Pojawia się w:
    Ethics in Progress
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The Impact of Philosophical Literary Stories in the Development of Creativity in Relation to Nature Protection and Sustainable Development
    Autorzy:
    Borisová, Simona
    Pintes, Gábor
    Powiązania:
    https://bibliotekanauki.pl/articles/18746352.pdf
    Data publikacji:
    2023
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    Philosophy for Children
    philosophical literary story
    creative thinking
    sustainable development in education
    Opis:
    Aim. The paper is focused on the area of philosophical literary stories included in the educational programme Philosophy for Children. The paper aims to identify, reflect and analyse the categories of creative thinking in such stories. Methods. The main method through which we deal with categories of creative thinking is represented by the interpretation of the literary text in several philosophical stories. An additional method is the analysis of documents – individual books containing philosophical literary stories. Results. The analysis of several stories shows that creative thinking in philosophical literary stories is identified in the categories of imagination, applicability, originality, surprise, experimentation, encouragement of the creativity of others and imaginativeness. The major characters are using original solutions to problems, they are able to apply the solved problem to a new situation, ask questions and their thought processes are often surprising. Problematic to determine is the category of imagination, with which the character can think about a possible world or problem solving. Conclusion. In contrast to the classical aesthetic literary text, this specific type of text brings the reader model solutions to many problems of everyday life. The focus of the Philosophy for Children can also aim at ecological and environmental issues and individual participants in the community of inquiry are thus encouraged to stimulate their creativity in the field of nature protection and sustainable development from an early age.
    Źródło:
    Journal of Education Culture and Society; 2023, 14, 2; 365-379
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    „Lipman na Kaszubach”, czyli po co filozofować z dziećmi w języku kaszubskim
    ”Lipman in Kashubia” or why it is worth philosophizing with children in the Kashubian language
    Autorzy:
    Szczepska-Pustkowska, Maria
    Powiązania:
    https://bibliotekanauki.pl/articles/1876909.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    edukacja filozoficzna
    Filozofia dla Dzieci
    edukacja kaszubska
    philosophical education
    Philosophy for Children
    Kashubian education
    Opis:
    This text uses the idea of implementing one of alternative teaching methods into Kashubian education, which is the Philosophy for Children developed by Matthew Lipman. Following the thought of Kazimierz KossakGłówczewski, who defines regional education as a kind of return to sources (home, local, regional, national and human culture, language), the author wonders reflects on the benefits that may result from the combination/cooperation of philosophical education (under in the form of philosophical inquiries with children) and Kashubian education. This cooperation can make Kashubian education gain new self-identification meanings, such as thinking in this language of oneself, others, the world, oneself and others in the world, as well as being “thought by others” in it. Thanks to this, the Kashubian language will cease to play only a decorative role, becoming a living link of communication supporting the construction of the identity horizon of students and their world.
    W tekście niniejszym wykorzystano ideę implementacji do edukacji kaszubskiej jednej z alternatywnych metod nauczania, jaką stanowi opracowana przez Matthew Lipmana Philosophy for Children. Idąc za myślą Kazimierza Kossak-Główczewskiego, który edukację regionalną definiuje jako swoisty powrót do źródeł (kultury domowej, lokalnej, regionalnej, narodowej i ogólnoludzkiej, do języka), autorka zastanawia się nad korzyściami, jakie mogą wynikać z połączenia/ współpracy edukacji filozoficznej (pod postacią dociekań filozoficznych z dziećmi) i edukacji kaszubskiej. Współpraca ta może sprawić, że edukacja kaszubska zyska nowe sensy autoidentyfikacyjne, jak choćby to, by myśleć w tym języku siebie, innych, świat, siebie i innych w świecie, jak również być w nim „myślanym przez innych”. Dzięki temu język kaszubski przestanie odgrywać rolę jedynie ozdoby, stając się żywym ogniwem komunikacji wspierającym konstruowanie tożsamościowego horyzontu uczniów i ich świata.
    Źródło:
    Edukacja Międzykulturowa; 2020, 13, 2; 130-147
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Wpływ dociekań filozoficznych na rozwój intelektualny dzieci. Analiza wyników badań
    Autorzy:
    Walczak, Paweł
    Powiązania:
    https://bibliotekanauki.pl/articles/1996488.pdf
    Data publikacji:
    2017-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    philosophy for children
    P4C
    philosophical inquiry
    cognitive competence
    educational researches
    Matthew Lipman
    Opis:
    Towards the end of the seventies of the twentieth century American philosopher Matthew Lipman and his colleagues developed a method of philosophical inquiry with children and the youth, which, according to the author, allowed to supply inefficient system of education in the areas of supporting intellectual and social development of children. The Philosophy for Children scheme was aimed to develop critical thinking skills, reasoning, argumentation and dialogue. The idea of philosophizing with children in school has become an inspiration for many educational experiments carried out in various parts of the world. An important part of these experiments is the scheme’s evaluation, the aim of which is to investigate the effectiveness of the method and its impact on intellectual, emotional and social development of children. The article analyzes the 4 selected European researches, concerning the measurement of the impact of philosophical investigations on the development of children cognitive competence. It presents the basic methodological assumptions, the course of study and the results and conclusions of experiments. All of these experiments demonstrate the positive impact of methods to support the intellectual development of children. Despite this, the method is still seen only as an educational experiment and there is not wider application in education. From the analysis of research reports one can conclude that there is a need for in-depth and systematic study of the method of philosophical inquiry in education, inclusion in the study area, not only the effect of the impact of the program on children’s competence but also on the competence of teachers and broadly understood culture of the school.
    Źródło:
    Kultura i Edukacja; 2017, 3(117); 128-142
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    W stronę lepszego rozumienia emocji: Wpływ filozofowania z dziećmi na uczenie emocji – przegląd badań rozwojowych
    Towards a Better Understanding of Emotions: The Impact of Philosophizing with Children on Their Emotion Comprehension – A Review of Developmental Studies
    Autorzy:
    Janczura, Jakub
    Karczmarczyk, Anna
    Gut, Arkadiusz
    Mirski, Robert
    Powiązania:
    https://bibliotekanauki.pl/articles/31232462.pdf
    Data publikacji:
    2022
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    Lipman
    Filozofia dla Dzieci
    P4C
    dialog
    rozumienie emocji
    emotion comprehension
    emotion understanding
    Philosophy for Children
    Opis:
    Niniejszy artykuł podejmuje kwestię roli Filozofii dla Dzieci (P4C) w kontekście rozumienia emocji. Najpierw przedstawiamy początek koncepcji Filozofii dla Dzieci, jako metody pedagogicznej wspierającej umiejętność krytycznego myślenia oraz proces, w jakim przekształciła się w narzędzie badawcze rozwijane w postaci interwencji psychologicznych. Następnie pokazujemy, w jaki sposób narzędzie P4C można zastosować w badaniach rozwojowych dotyczących rozumienia emocji przez dzieci. Argumentujemy, że projekt P4C służy nie tylko budowaniu wiedzy i poprawie zdolności poznawczych, ale sprzyja również kształtowaniu rozumienia sfery emocjonalnej. Pokazujemy, że korzyści z filozofowania w domenie emocji są obserwowane u coraz młodszych dzieci. Zaznaczamy przy tym, że P4C dopiero od niedawna jest wykorzystywana w kontekście wspierania rozwoju emocji, a także w ramach interwencji z udziałem dzieci poniżej wieku szkolnego. Pokazujemy, że jest wynikiem zmian w sposobie pojmowania umysłowości dziecka, które nastąpiły w psychologii rozwojowej w ciągu ostatnich kilkudziesięciu lat.
    The article discusses Philosophy for Children (P4C) in the context of understanding emotions. First, we present the origins of Philosophy for Children as a pedagogical method designed to support critical thinking, and its subsequent evolution into a research tool based on psychological interventions. We then show how P4C can be applied in research on children’s understanding of emotions. We argue that not only does P4C serve to build knowledge and improve cognitive abilities, but also promotes understanding of affective phenomena. We show that the benefits of philosophizing about emotions are being observed in increasingly younger children. We point out that P4C has only recently been used for supporting the development of emotion comprehension, and that research using P4C interventions with preschoolers is also a recent development. We believe both of these to result from a change over the recent decades in how the child’s mind is conceptualized in developmental psychology.  
    Źródło:
    Roczniki Filozoficzne; 2022, 70, 3; 109-139
    0035-7685
    Pojawia się w:
    Roczniki Filozoficzne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Zajęcia z filozofii dla najmłodszych w opinii edukatorów
    Autorzy:
    Wąsik, Barbara
    Powiązania:
    https://bibliotekanauki.pl/articles/1789829.pdf
    Data publikacji:
    2021-02-16
    Wydawca:
    Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
    Tematy:
    philosophy classes for children
    philosophising with preschool children
    philosophy teachers
    philosophising with young learners
    Opis:
    Due to my belief that classes in which children (preschool and primary learners) can philosophise require a specific attitude from the person conducting them, different from a typical attitude of most school teachers, I have decided to reconstruct the views of those people on various aspects of their activities. I was interested in their motivation, the goals which they set for themselves, the methods of their work, the didactic aids they use, as well as the assessment of their own efforts and the results of classes, including the prospects of the projects which are being realised. The research was qualitative. The internet survey was filled in by eight people mainly living in the big cities (among them seven females), most of whom had a higher education degree, generally in philosophy. By using consecutively three different criteria: the type of motivation which drives the examined people; the degree to which the projects they partake in are institutionalised; the type of public institution with which they cooperate, I discerned six types of teachers, whose views I described in detail. With regard to the represented views the group turned out to be almost uniform, although singular respondents attached different significance to individual issues.
    Źródło:
    Kwartalnik Pedagogiczny; 2020, 65(3 (257)); 85-110
    0023-5938
    Pojawia się w:
    Kwartalnik Pedagogiczny
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-14 z 14

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies