The Effectiveness of teaching Philosophy for Children (P4C) on social Responsibility of Elementary primary Students

Document Type : Scientific- research

Authors

1 PhD Student of Curriculum Planning, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran.

2 PhD in Educational Management, Kharazmi University, Tehran, Iran.

3 Assistant Professor, Department of Educational Sciences, Islamic Azad University, Tabriz Branch, Tabriz, Iran.

Abstract

Taking responsibility refers to commitment and accountability towards individual and social affairs. Responsible people have control over their thoughts, emotions and deeds, and take responsibility for consequences of their own behavior. Therefore, responsibility is closely linked with social and individual affairs and is affected by educational approaches. The present study aims to determine the impact of teaching philosophy for children (P4C) on sixth-grade students’ social responsibility. The research method used in this study was quasi-experimental, with a pre-test-post-test design and a control group. The statistical population included all sixth-grade students in the city of Saqqez, from which the students of Sama primary school were selected through convenience sampling. The selected sample was randomly divided into two groups of 15 people each: i.e., control and experimental. Before the intervention, students’ responsibility was measured by the Responsibility Questionnaire. Then, the experimental group received a philosophy for children training for eight sessions, and a post-test was conducted for both groups. The data were analyzed using the analysis of covariance test. The results showed that teaching philosophy for children had significantly enhanced sixth-grade students’ responsibility. In other words, the content and method of teaching philosophy for children improves children’s social responsibility.

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Thinking and Children
Volume 13, Issue 2 - Serial Number 26
February 2023
Pages 267-293

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