| Philosophy for Children,was put forward by the American educational philosopher Lipman in the 1960 s.Its goal is to develop children’s critical thinking through philosophical dialogue,and finally to become qualified citizens who can think independently and judge rationally to adapt to democratic society.Philosophy for Children was influenced by the pragmatism of Dewey and Pearce,and Vygotsky’s language and thinking view.Its activities took language as the core and attach importance to the cultivation of thinking.Based on this,Lipman regarded epistemology as the philosophical premise of Philosophy for Children.However,in the actual development,Philosophy for Children has gradually exposed various theoretical problems.In the face of this situation,researchers after Lipman(the second generation of researchers),inspired by postmodern ideas with critical and reflective qualities,changed the philosophical premise of Philosophy for Children from epistemology to practical theory,and injected new vitality into children’s philosophy.This study analyzes the theoretical problems of Philosophy for Children in the perspective of epistemology,which is embodied in the instrumentalism in goal,the tendency of knowledge and action in community form,and the tendency of romanticism and danger in children’s view.Based on this,the second generation of researchers turned to the practical theory to find a breakthrough.From the theoretical point of view,it includes not only the alienation of children’s life caused by its own problems and the outbreak of modern spiritual knowledge crisis with knowledge-power as the core,but also the criticism and reconstruction of postmodern philosophical thoughts to break through the existing theoretical framework of Philosophy for Children.From the perspective of practice,it is reflected in the limitations of American Philosophy for Children and the transcendence of Philosophy for Children in the localization of diversified practice in the world.This study shows the concrete performance from the goal of Philosophy for Children,community form and children view.First,in terms of goal,influenced by the aesthetic thought of survival,Philosophy for Children emphasizes that children should not only know themselves but also care about themselves,but also enhance their own aesthetic experience to promote children to enjoy a meaningful life in aesthetic life.Second,in the form of community,inspired by the ethics of others,the inquiry community,as a bridge between children’s "knowledge" and "action",should not only explore the subjectivity of children,but also enhance the excavation of ethical and moral connotation,from educational significance to ethical and moral significance,and promote the realization of the goal of the unity of knowledge and action of children.Third,move toward the "new" romanticism in the children’s view.With the help of life political philosophy,researchers believe that while praising the great role of children,Philosophy for Children should also be regarded as a powerful means to resist power relations,and make use of children’s multiplural and birth to resist bad social patterns.Moreover,Philosophy for Children can not only promote the growth of children,but also reflect on the world of adults,and use the power of children to promote the beauty and future of the world.Finally,the transformation of Philosophy for Children towards practice theory provides theoretical ideas for the development of school education in China,which is respectively reflected in the goal,form and children’s view.And Chinese researchers based on the localization of philosophy and cultural essence for the development of our Philosophy for Children career put forward theoretical idea,is beneficial to the change and development of children education in our country,based on,domestic reality will be more in line with the development of children in our country,promote the progress of school education,the benefit of hundreds of millions of children now and in the future. |
PDF Full Text Request