论儿童的哲学与儿童哲学课  

Children s Philosophy and Philosophy for Children

作　　者：刘晓东 LIU Xiao-dong(Faculty of Education,East China Normal University,Shanghai 200062,China)

机构地区：[1]华东师范大学教育学部

出　　处：《苏州大学学报（教育科学版）》2019年第3期51-59,共9页Journal of Soochow University(Educational Science Edition)

基　　金：国家社会科学基金“十三五”规划2019年度教育学类一般课题“儿童哲学研究及其教育学意义”(项目编号:BAA190234)的阶段性研究成果

摘　　要：儿童的哲学源于儿童自身,它是“从本有而来”的哲学。从哲学的个体发生来看,哲学是涉及知情意各方面的不断生长着的智慧体系。承认儿童是哲学家,这是儿童哲学课的理论前提。儿童哲学课应展现儿童的哲学,而不是在儿童的哲学之外另搞一套所谓哲学。儿童哲学课是与经学思维相对立的,应避免灌输与说教。儿童哲学课应坚守儿童本位的原则,不宜违背儿童教育的现代观念和现代立场。将哲学看作具有既定套路,明里暗里试图让儿童去遵循这种既定套路,这类儿童哲学课其实是儿童哲学课的敌人。With its root in children per se,children’s philosophy is a branch of philosophy“from enowning”(Ereignis).From the perspective of the individual philosophy,philosophy is a growing system of wisdom encompassing all aspects of human knowledge,emotion,and intention.The recognition that children are philosophers serves as a theoretical premise of philosophy for children(P4C),which ought to honor the centeredness of children,rather than building around a set of so-called philosophical doctrines beyond philosophy for children.Philosophy for children shall adopt a pedagogy in opposition to that followed in the teaching of Confucian classics,which featured didactic preaching and indoctrination.On the contrary,the pedagogy should adhere to the principle of being children-centered,and shall not go against the modernized values and positions upheld in the education of children.However,thinking of philosophy as acting around a set of established rules and guiding children to follow this set of rules in implicit or explicit ways is working to the contrary of the purpose of philosophy for children.

关 键 词：儿童的哲学 儿童哲学课 哲学发生学 儿童本位 

分 类 号：G40-02[文化科学—教育学原理]