The present study aimed to investigate the effectiveness of philosophy education on moral judgment and social skills among female middle school students. This research employed a quasi-experimental design with a pretest-posttest control group structure. The statistical population included all female middle school students in Ilam during the 2023–2024 academic year (N = 420). A sample of 30 students was selected through simple random sampling from two educational districts in Ilam. These students were randomly assigned to two groups: experimental group, which received the philosophy for children program, and control group, which received no specific training. To measure the variables, questionnaire Mattson’s social skills (1983) and Durgandasinha, Miravarma’s moral judgment questionnaire (1998) were utilized. Data were analyzed using multivariate analysis of covariance. The results indicated that philosophy education significantly improved moral reasoning (F=25.353, p<0.001) and social skills, including appropriate social behavior (F=37.017, p<0.001), inappropriate social behavior (F=84.883, p<0.001), assertiveness (F=15.075, p<0.001), and cooperation (F=85.939, p<0.001), in the experimental group compared to the control group. These findings suggest that the philosophy for children program is effective in enhancing students’ moral and social competencies.
 
Keywords: Philosophy education, Moral judgment, Social skills, Middle school students, Ilam
 
Introduction
Education aims not only at the transmission of knowledge but also at fostering cognitive, emotional, and social development in learners. In recent years, the development of students’ thinking abilities has been prioritized, particularly through pedagogical approaches that emphasize reasoning, ethical reflection, and interpersonal understanding. However, the current educational practices in Iran often neglect the cultivation of philosophical thinking, which is crucial for fostering moral reasoning and social skills among adolescents. These skills are essential for forming healthy interpersonal relationships and adapting to complex social environments. "Philosophy for Children" (P4C), introduced by Matthew Lipman, aims to teach children how to think critically, reason ethically, and engage in democratic dialogue. Numerous studies have validated the effectiveness of this program in enhancing various cognitive and emotional capacities in youth. This study aims to assess whether P4C can significantly impact moral judgment and social skills in Iranian middle school girls, given the growing interest in student-centered, reflective learning.
Materials & Methods
This study employed a quasi-experimental design with a pretest-posttest control group. The research was conducted in the 2023–2024 academic year among 30 female students aged 11 to 14 from junior high schools in Ilam, selected using a multistage cluster random sampling method. The participants were divided into two groups: 15 in the experimental group and 15 in the control group. The experimental group underwent 11 weekly 50-minute sessions of philosophy instruction using translated philosophical storybooks by Philip Cam, tailored to the Iranian context. These sessions used inquiry-based learning through philosophical storytelling and group discussions, forming a community of inquiry. Standardized instruments were used for data collection: Matson’s Social Skills Scale (MESSY), assessing appropriate and inappropriate social behaviors, aggression, dominance, and peer relations; and the MJT, measuring ethical reasoning. Data were analyzed using multivariate and univariate ANCOVA to examine the impact of the intervention on post-test scores, controlling for pre-test differences.
 
Discussion & Results
The analysis showed statistically significant differences between the experimental and control groups in all measured dimensions. The experimental group demonstrated higher post-test scores in moral judgment and each component of social skills. Specifically, the P4C intervention significantly increased appropriate social behaviors (F = 84.883, p < .001), reduced antisocial behaviors (F = 63.017, p < .001), improved peer relationships (F = 85.369, p < .001), and lowered levels of aggression and dominance. In terms of moral judgment, the ANCOVA results confirmed a significant improvement in the experimental group (F = 35.353, p < .001). These results are consistent with prior studies by researchers such as Rahimi et al. (2022), Sheikhi et al. (2021), and Faraji et al. (2019), which reported positive effects of P4C on social and ethical development. The observed gains may be attributed to the philosophical inquiry process that encourages students to reflect, debate, and consider multiple viewpoints. Through participation in the sessions, students appeared to internalize values such as empathy, fairness, and collaborative dialogue. Moreover, the use of philosophical stories provided a realistic and relatable context for moral exploration and social learning.
 
Conclusion
This study supports the effectiveness of philosophy education in promoting moral judgment and social skills among adolescent girls. The structured P4C program encouraged students to engage in dialogue, respect different opinions, and think critically about ethical issues. These capabilities were translated into improved behavioral outcomes, such as reduced aggression and increased empathy and cooperation. The findings have implications for curriculum development, suggesting the integration of philosophical thinking and dialogue-based instruction into middle school programs. Furthermore, philosophy education appears to offer a sustainable approach to addressing behavioral and ethical challenges in schools by equipping students with the cognitive tools necessary for reflection and moral reasoning. It is recommended that similar programs be tested in other educational contexts and extended to male students to examine gender-based differences in outcomes. Despite some limitations such as a small sample size and reliance on self-report questionnaires, the study demonstrates that P4C can serve as a valuable component of holistic education in Iran’s schooling system.