doing philosophy in the classroom as community activity: a cultural-historical approach
Keywords:Lipman, Activity Model, Philosophizing
AbstractOne of the most traditional ways to teach philosophy in secondary school is a historical approach”, which takes a historicist view of philosophy and uses teaching practice based on teacher-centred lessons and textbook study by students. Only recently a debate on different approaches to teach philosophy is developing, considering the discipline as practical and dialogical activity to be fostered in the classroom. What could mean “doing philosophy” in the classroom from an instructional perspective? What are the premises and constraints which allow the transformation of philosophy from a discipline to a community activity? In this paper a teaching model based on cultural-historical theory is proposed and discussed. The model is composed by three level of specification of the activity, from lower to higher, which correspond to three different analysis plans of the philosophical practice in an instructional context. Each level is composed by seven fundamental dimensions which highlight the meanings, the constraints, and the tools implied and developed in philosophizing as socio-cultural activity. Finally, if and how Philosophy for Children should be considered an activity respondent to the model and its educational aims is discussed.
How to Cite
santi, marina. (2015). doing philosophy in the classroom as community activity: a cultural-historical approach. Childhood & Philosophy, 10(20), 283–304. Retrieved from https://www.e-publicacoes.uerj.br/childhood/article/view/20680
Kufanya falsafa katika darasa kama shughuli ya jamii: mbinu ya kitamaduni-historia Keywords: Lipman, Activity Model, Philosophizing Abstract Moja ya njia za jadi zaidi za kufundisha falsafa katika shule ya sekondari ni mbinu ya kihistoria, ambayo inachukua mtazamo wa kihistoria wa falsafa na hutumia mazoezi ya kufundisha kulingana na masomo ya mwalimu na utafiti wa vitabu na wanafunzi. Ni hivi karibuni tu mjadala juu ya mbinu tofauti za kufundisha falsafa unakua, ukizingatia nidhamu kama shughuli ya vitendo na ya mazungumzo inayopaswa kukuza darasani. Nini inaweza kumaanisha <unk>kufanya falsafa<unk> katika darasa kutoka mtazamo wa mafundisho? Ni nini premises na vikwazo ambayo kuruhusu mabadiliko ya falsafa kutoka taaluma kwa shughuli ya jamii? Katika karatasi hii mfano wa kufundisha kulingana na nadharia ya utamaduni-historia ni mapendekezo na kujadiliwa. Mfano ni pamoja na ngazi tatu za vipimo vya shughuli, kutoka chini hadi juu, ambayo inalingana na mipango mitatu tofauti ya uchambuzi wa mazoezi ya falsafa katika muktadha wa mafundisho. Kila ngazi inaundwa na vipimo saba vya msingi ambavyo vinaangazia maana, vizuizi, na zana zilizoelezwa na kuendelezwa katika falsafa kama shughuli ya kijamii na kitamaduni. Hatimaye, kama na jinsi Falsafa kwa ajili ya Watoto inapaswa kuchukuliwa shughuli kujibu kwa mfano na malengo yake ya elimu ni kujadiliwa. Jinsi ya kutaja santi, marina. (2015). kufanya falsafa katika darasa kama shughuli ya jamii: mbinu ya kitamaduni-historia. Utoto na Falsafa, 10 (20), 283 <unk> 304. "Kama ilivyoelezwa katika makala ya ""E-Publications"" ya gazeti la The New York Times, ""E-Publications"" ni ""machapisho ya habari"" ya gazeti la The New York Times, ""E-Publications"" ni ""machapisho ya habari"" ya gazeti la The New York Times."