儿童哲学:认识与旨趣  

Children's Philosophy: Perception and Purport

作　　者：吴国平[1] WU Guoping(College of Education,Shanghai Normal University,Shanghai 200234,China)

机构地区：[1]上海师范大学教育学院,上海200234

出　　处：《教育参考》2018年第5期5-11,32,共8页Education Approach

基　　金：教育部人文社科项目"儿童哲学的理论与实践模式研究"(项目批准号:12YJAZHI54)的部分成果

摘　　要：20世纪60年代,哥伦比亚大学李普曼教授为帮助学生进行推理训练,开创了儿童哲学。在李普曼看来,现行教育对存在的种种失误并没有透彻的认识,所采取的都不过是各种"修修补补",因此儿童哲学尝试对教育的整体方案进行重新设计,以最大限度地实现教育的内在价值。儿童哲学并不是教儿童一套哲学理论,而是研究儿童认识世界的特点,运用哲学的认识论和方法论发展儿童思维,引导儿童正确地看待世界。儿童哲学的课堂不只教会儿童认知和思维,也帮助儿童形成对真善美的价值追求。In the 1960s, Lipman started Children＇ s philosophy to help his students to have reasoning training. For him, the present education failed to find various faults in existence and a variety of remedial work seemed to be the only method for this problem. Therefore, children＇ s philosophy helped to redesign the general scheme of education and realize its intrinsic value to the fullest extent. Children＇ s philosophy does not mean a set of philosophical theory to teach children, but a theory to study how children perceive the world and develop their thinking by applying philosophical epistemology and methodology, thus helping children form a correct view of the world. Therefore, a class of children＇ s philosophy not only teaches children cognition and thinking but also helps them pursue the value of truth, kindness and beauty.

关 键 词：儿童哲学 认识 旨趣 

分 类 号：G610[文化科学—学前教育学]