外国教育研究

2019, v.46;No.347(05) 30-40

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李普曼的儿童哲学教育实践取向探析
A Research On Lipman's Practical Orientation of Philosophy for Children

李墨一;王澍;于畅;
LI Moyi;WANG Shu;YU Chang;Faculty of Education,Northeast Normal University;

摘要(Abstract):

李普曼是儿童哲学教育领域的奠基性人物,他创立的儿童哲学教育的理论与实践对全世界都产生了深刻而广泛的影响。李普曼批判了20世纪六七十年代学校教育的弊端,认为学生理性能力不足,学校教育的"部落模式"把人当成文化的附属品,学科教学没能培养出学生的学科思维能力。在此基础上,李普曼提出通过独立设置儿童哲学课程的方式重构学校教育,主张通过探究共同体的讨论与对话培养有理智性思考能力的人。概括来说,李普曼是一位理性主义者,希望通过把哲学带入初等教育和中等教育课程中培养会反思的理性公民。他注重探究,注重共同体中讨论问题的"哲学性"。李普曼之后,儿童哲学教育实践是丰富多样的,就我国儿童哲学教育的实践路径来说,与学科结合的儿童哲学之路或许是较为恰当的本土化选择。
Lipman is a foundational figure in the field of Philosophy for Children. His theory and practice about Philosophy for Children have a profound and extensive influence all over the world. Lipman criticized the drawbacks of school education in 1960 s and1970 s. He thought students lacked the reasonable ability at that time. He thought persons had been regarded the accessories of culture in the "tribe model" of school education. He thought that subject teaching could not cultivate the disciplinary thinking abilities. To sum up,Lipman was a rationalist. He hoped to bring philosophy into the curriculum of basic education and secondary education to cultivate rational citizens who can reflect. Lipman emphasizes subject inquiry and the "philosophical implication" of community discussions. After Lipman,the practice of Philosophy for Children is very rich. In terms of the practical path of Philosophy for Childrenin China,it is a more appropriate choice to combine Philosophy for Children with subject learning in schools for localization.

关键词(KeyWords): 李普曼;儿童哲学教育;实践取向
Lipman;Philosophy for Children;practical orientation

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基金项目(Foundation): 教育部人文社科规划基金项目“当代儿童哲学教育的理论与实践研究”(项目编号:18YJA880084)

作者(Author): 李墨一;王澍;于畅;
LI Moyi;WANG Shu;YU Chang;Faculty of Education,Northeast Normal University;

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