Teacher Training Course for “Philosophy for Children” Program in Iran and Developed Countries: A Comparative Study

Document Type : Scientific- research

Author

Abstract

This paper is based on a project, carried out in The Institute of Humanities and Cultural Studies (2012-2013) that compared the teacher training courses in “Philosophy for Children” in Iran and developed countries. It tries to present a proper model for teaching the above-mentioned course in Iran. An educational package is proposed, concerning the following scales: authenticity, entry requirements, duration, content, curriculum, subject areas and assessment. Accordingly, a 42-hour course is designed for training teachers in both basic and advanced levels. The method of training is based on community of inquiry and is designed in four areas: basics of philosophy for children, pedagogy, philosophy, and child psychology, including both theoretical and practical classes.

Keywords


سند چشم‌انداز بیست‌سالة جمهوری اسلامی ایران در افق 1404 هجری شمسی.
ملکی (1385). برنامه‌ریزی درسی (راهنمای عمل)، تهران: انتشارات پیام اندیشه.
 
“Doing Philosophy in the Classroom: a Handbook for Teachers” (2005). in: menon.eu.org/material/Handbook%20English.pdf‎
Gardner, Susan (1999). “Participation in a ‘Community of Inquiry’ Nourishes Participants Perspective-Taking Capacity: A Report of a Two Year Empirical Study”, Critical and Creative Thinking, 6 (1) 1998 under the title: “Philosophy for Children Really Works!”
Gordon, Mordechai (2008). “Between Constructivism and Connectedness”, Journal of Teacher Education, Vol. 59, No. 4.
Green, L. (1997). “Philosophy for Children: One Way of Developing Children’s Thinking. Thinking”, The Journal of Philosophy for Children, Vol. 13, No. 2.
Gregory, Maughn (2008). Philosophy for Children: A Practitioner Handbook, The Institute for the Advancement Philosophy for Children, Montclair State University. 
Handbook for graduate students in Philosophy for Children (P4C)
Kennedy, David (2004). “The Philosopher as Teacher: The Role of a Facilitator in a Community of Philosophical Inquiry”, Metaphilosophy, Vol. 35, No. 5.
Lipman, M. (1987). Preparing Teachers to Teach for Thinking, Philosophy Today, (Spring).
Lipman, M. (1988). Philosophy Goes to School, Philadelphia: Temple University Press.
Lipman, M. (2003). Thinking in Education, New York: Cambridge University Press.
Lipman, M., A. M. Sharp and F. S. Oscanyan (1980). Philosophy in the Classroom, Philadelphia: Temple University Press.
Moreno, Juan Manuel (2007). “Do the Initial and the Continuous Teachers’ Professional Development Sufficiently Prepare Teachers to Understand and Cope with the Complexities of Today and Tomorrow’s Education?”, Journal of Eductional Change, Vol. 8, No. 2.
Philosophy for Children (p4c) Pathway. SAPERE
Roth, W.M. (1994). “Student Views of Collaborative Concept Mapping: An Emancipatory Research Project”, Science Education, Vol. 78.
Turgeon, Wendy C. (2012). “The Place of ‘Philosophy’, in Preparing Teachers to Teach Precollege Philosophy-Notes for a conversation”, Analytic Teaching and Philosophical Praxis, Vol. 32, Issue 2.
Vigotsky, L.S (1962). Thought and Language, New York Willey.