عنوان مقاله [English]
The aim of this study was to determine the effect of philosophy education program on children on the love of learning and moral judgment in fourth grade elementary students. The research method was descriptive and quasi-experimental in that the pre-test and post-test design with two experimental and control groups was used. The study population consisted of all fourth grade elementary students of Khorasan Razavi in the academic year of 1997-98. The students of Tabadakan region were randomly selected and a pre-test was performed among them. In the experimental group and 20 people in the control group were randomly assigned. Two methods of library and questionnaire were used to collect information. The training course was held with the experimental group in 12 sessions of 45 minutes using the exploration ring method. Data collection tools were McFland 2003 Love of Learning Questionnaire and Sinhao Varma (1998) Moral Judgment Questionnaire. Both face and content validity were confirmed by professors and experts and its reliability was estimated with Cronbach's alpha coefficient of 0.78 and 0.87 for the moral judgment questionnaire, respectively. Analysis of covariance (ANCOVA) was used to analyze the data using spp22 software. The results showed that the program of teaching philosophy to children has a positive effect on the love of learning (P <0.05, F = 25.153). That is, 58.7% of the variance of the remaining total scores is affected by teaching philosophy to children and has no effect on the development of moral judgment of elementary students (P> 0.05, F = 0.052), which means that teaching philosophy to children has an effect on students' moral judgment. does not have. The difference between the scores of the experimental and control groups or the effect of teaching philosophy is also (0.001 = 2nd); That is, 0.1% of the variance of the remaining total scores is influenced by teaching philosophy to children.