Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures

ISBN-13: 9789814451055 / Angielski / Twarda / 2013 / 185 str.

Chi Ming Lam

Opis

​The purpose of this book is to develop a theory and practice of education from Karl Popper's non-justificationist philosophy for promoting an open society. Specifically, the book is designed to develop an educational programme for fostering critical thinking in children, particularly when they are involved in group discussion.The study conducted an experiment to assess the effectiveness of Matthew Lipman's Philosophy for Children (P4C) programme in promoting Hong Long (Chinese) children's critical thinking. Forty-two Secondary 1 students volunteered for the experiment, from whom 28 students were randomly selected and randomly assigned to two groups of 14 each: one receiving P4C lessons and the other receiving English lessons. The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom. It was also found that P4C played a major role in developing the students' critical thinking.Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children. As a way to return justice to childhood and to effectively promote critical thinking in children, the present study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.

Spis treści

Chapter 1 - Introduction
1.1 Philosophy and Influence of Karl Popper
1.2 Aims and Significance of the Study
1.3 Argument and Outline of the Book

Chapter 2 - Theoretical and Practical Justifications for Popper’s Non-Justificationism
2.1 Introduction
2.2 The Problem of the Bounds of Reason
2.3 Solution One: Comprehensive Rationalism
2.4 Solution Two: Critical Rationalism
2.5 Solution Three: Comprehensively Critical Rationalism
2.6 From Theory to Practice
2.7 The Problem of Practicality
2.8 Conclusion

Chapter 3 - Education for Open Society as an Educational Ideal
3.1 Introduction
3.2 The Ideal of Open Society
3.3 The Role of Education in Open Society
3.4 Confucianism and Critical Rationalism
3.5 How Lipman’s Philosophy for Children Programme Fits the Popperian Ideal
3.6 Conclusion

Chapter 4 - An Empirical Study of the Effectiveness of Lipman’s Philosophy for Children Programme on Promoting Children’s Critical Thinking in Hong Kong, China
4.1 Introduction
4.2 Method
4.3 Results
4.4 Discussion

Chapter 5 - Reconceptualisation of Childhood for Promoting Justice in an Open Society
5.1 Introduction
5.2 Construction of Childhood in Philosophy, Psychology, and Sociology
5.3 Deconstruction of Childhood for Exposing Injustices Towards Children
5.4 Reconstruction of Childhood as a Way to Justice
5.5 Conclusion

Chapter 6 - Conclusions
6.1 Outcomes of the Study
6.2 Implications for Theory and Practice
6.3 Suggestions for Further Research

O autorze

Chi-Ming Lam is Assistant Professor in Philosophy and Education in the Department of International Education and Lifelong Learning at the Hong Kong Institute of Education.  His research interests include the philosophy of Karl Popper, critical thinking, and philosophy for children.  He has published and presented on these areas both nationally and internationally.

Blurb

The purpose of this book is to develop a theory and practice of education from Karl Popper’s falsificationist philosophy for promoting an open society.  Specifically, the book is designed to develop an educational programme for achieving Popper’s ideal of fostering critical thinking in children for full participation in an open democratic society.

Arguing that Matthew Lipman’s Philosophy for Children (P4C) programme can fulfil the requirements of Popper’s educational ideal in schools, this study conducted an experiment to assess the effectiveness of the programme in promoting students’ critical thinking in Hong Kong, China – arguably a Confucian heritage society.  The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom.  It was also found that P4C played a major role in developing the students’ critical thinking.

Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children.  As a way to return justice to childhood and to effectively promote critical thinking in children, this study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.