李普曼的儿童哲学教育实践取向探析
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摘要
李普曼是儿童哲学教育领域的奠基性人物,他创立的儿童哲学教育的理论与实践对全世界都产生了深刻而广泛的影响。李普曼批判了20世纪六七十年代学校教育的弊端,认为学生理性能力不足,学校教育的"部落模式"把人当成文化的附属品,学科教学没能培养出学生的学科思维能力。在此基础上,李普曼提出通过独立设置儿童哲学课程的方式重构学校教育,主张通过探究共同体的讨论与对话培养有理智性思考能力的人。概括来说,李普曼是一位理性主义者,希望通过把哲学带入初等教育和中等教育课程中培养会反思的理性公民。他注重探究,注重共同体中讨论问题的"哲学性"。李普曼之后,儿童哲学教育实践是丰富多样的,就我国儿童哲学教育的实践路径来说,与学科结合的儿童哲学之路或许是较为恰当的本土化选择。
Lipman is a foundational figure in the field of Philosophy for Children. His theory and practice about Philosophy for Children have a profound and extensive influence all over the world. Lipman criticized the drawbacks of school education in 1960 s and1970 s. He thought students lacked the reasonable ability at that time. He thought persons had been regarded the accessories of culture in the "tribe model" of school education. He thought that subject teaching could not cultivate the disciplinary thinking abilities. To sum up,Lipman was a rationalist. He hoped to bring philosophy into the curriculum of basic education and secondary education to cultivate rational citizens who can reflect. Lipman emphasizes subject inquiry and the "philosophical implication" of community discussions. After Lipman,the practice of Philosophy for Children is very rich. In terms of the practical path of Philosophy for Childrenin China,it is a more appropriate choice to combine Philosophy for Children with subject learning in schools for localization.
Lipman is a foundational figure in the field of Philosophy for Children. His theory and practice about Philosophy for Children have a profound and extensive influence all over the world. Lipman criticized the drawbacks of school education in 1960 s and1970 s. He thought students lacked the reasonable ability at that time. He thought persons had been regarded the accessories of culture in the "tribe model" of school education. He thought that subject teaching could not cultivate the disciplinary thinking abilities. To sum up,Lipman was a rationalist. He hoped to bring philosophy into the curriculum of basic education and secondary education to cultivate rational citizens who can reflect. Lipman emphasizes subject inquiry and the "philosophical implication" of community discussions. After Lipman,the practice of Philosophy for Children is very rich. In terms of the practical path of Philosophy for Childrenin China,it is a more appropriate choice to combine Philosophy for Children with subject learning in schools for localization.
引文
[1][2][3][4][5][6][9][12][22][33]Matthew Lipman. Philosophy Goes to School[M]. Philadelphia:Temple University press,1988:18,18,56,55,19,36,21,37,20,148-149.
[8][10][11][17][18][19][21][24]李普曼.教室里的哲学[M].张爱琳,张爱维,译.太原:山西教育出版社,1997:5,5,6,2,31,34,16,26.
[14][16]Ronald F. Reed,Tony W. Johnson. Philosophical Documents in Education(Second Edtion)[M]. New York:Longman Publisher,1996:208-209,209.
[7][13][15][23][26]Lipman. Thinking in Education(Second Edition)[M]. Newyork:Cambridge University Press,2003:29,35,24,20,25.
[25]Maugbn Gregory. Precollege Philosophy Education,What Can It Be? The IAPC Model[M]//Sara Goering,Nicholas J. Shudak,Thomas E. Wartenberg. Philosophy in School——An Introduction for Philosophers and Teachers. New York:Taylor&Francis Group,2013:72.
[27]罗兴刚,刘鹤丹.李普曼儿童哲学教育的奠基性反思[J].外国教育研究,2012,(10):26-34.
[28]Jana Mohr Lone. Teaching Pre-college Philosophy:The Cultivation of Philosophical Sensitivity[M]//Jana Mohr Lone and Roberta Israeloff. Philosophy and Education:Introduction Philosophy to Young People. Newcastle:Cambridge Scholars Publishing,2012:16.
[29]Wendy Turgeon. Teachers Bringing Philosophy into the Classroom[M]//Sara Goering,Nicholas J. Suhdak,and Thomas E. Wartenberg. Philosophy in Schools—An Introduction for Philosophers and Teachers. New York:Routledge,2013:13.
[30]Lauren Blalystok. Philosophy across the Curriculum and the Question of Teacher Capacity;Or,What is Philosophy and Who can Teach it[J]. Journal of Philosophy of Education,2017,(4):832-835.
[31]Devis,J.. Socrates in Homeroom:a Case Study for Integrating Philosophy across a High School Curriculum[J]. Teaching Philosophy,2013,(3):217-238.
[32]Lukey. A P4C Experiment:the High School Philosopher in Residence[M]//S.Goering,N. Shudak and T. Wartenberg. Philosophy in schools:An Introduction for Philosophers and Teachers. New York:Routledge,2013:42-45.
[34]Marie-France Daniel,Emmanuelle Auriac. Philosophy,Critical Thinking and Philosophy for Children[J]. Educational Philosophy for Theory,2011,(5):425-426.
[35]Matthew Lipman. The Institute for the Advancement of Philosophy for Children(IAPC)Program[M]//Saeed. Naji and Rosnani Hashim. History,Theory and Practice of Philosophy for Children. New York:Routledge,2017:4.
(1)实践中,早有学者在儿童哲学教育的意义上使用Philosophy for Children的概念,参见:罗兴刚,刘鹤丹.李普曼儿童哲学教育的奠基性反思[J].外国教育研究,2012,(10):26-34.
[8][10][11][17][18][19][21][24]李普曼.教室里的哲学[M].张爱琳,张爱维,译.太原:山西教育出版社,1997:5,5,6,2,31,34,16,26.
[14][16]Ronald F. Reed,Tony W. Johnson. Philosophical Documents in Education(Second Edtion)[M]. New York:Longman Publisher,1996:208-209,209.
[7][13][15][23][26]Lipman. Thinking in Education(Second Edition)[M]. Newyork:Cambridge University Press,2003:29,35,24,20,25.
[25]Maugbn Gregory. Precollege Philosophy Education,What Can It Be? The IAPC Model[M]//Sara Goering,Nicholas J. Shudak,Thomas E. Wartenberg. Philosophy in School——An Introduction for Philosophers and Teachers. New York:Taylor&Francis Group,2013:72.
[27]罗兴刚,刘鹤丹.李普曼儿童哲学教育的奠基性反思[J].外国教育研究,2012,(10):26-34.
[28]Jana Mohr Lone. Teaching Pre-college Philosophy:The Cultivation of Philosophical Sensitivity[M]//Jana Mohr Lone and Roberta Israeloff. Philosophy and Education:Introduction Philosophy to Young People. Newcastle:Cambridge Scholars Publishing,2012:16.
[29]Wendy Turgeon. Teachers Bringing Philosophy into the Classroom[M]//Sara Goering,Nicholas J. Suhdak,and Thomas E. Wartenberg. Philosophy in Schools—An Introduction for Philosophers and Teachers. New York:Routledge,2013:13.
[30]Lauren Blalystok. Philosophy across the Curriculum and the Question of Teacher Capacity;Or,What is Philosophy and Who can Teach it[J]. Journal of Philosophy of Education,2017,(4):832-835.
[31]Devis,J.. Socrates in Homeroom:a Case Study for Integrating Philosophy across a High School Curriculum[J]. Teaching Philosophy,2013,(3):217-238.
[32]Lukey. A P4C Experiment:the High School Philosopher in Residence[M]//S.Goering,N. Shudak and T. Wartenberg. Philosophy in schools:An Introduction for Philosophers and Teachers. New York:Routledge,2013:42-45.
[34]Marie-France Daniel,Emmanuelle Auriac. Philosophy,Critical Thinking and Philosophy for Children[J]. Educational Philosophy for Theory,2011,(5):425-426.
[35]Matthew Lipman. The Institute for the Advancement of Philosophy for Children(IAPC)Program[M]//Saeed. Naji and Rosnani Hashim. History,Theory and Practice of Philosophy for Children. New York:Routledge,2017:4.
(1)实践中,早有学者在儿童哲学教育的意义上使用Philosophy for Children的概念,参见:罗兴刚,刘鹤丹.李普曼儿童哲学教育的奠基性反思[J].外国教育研究,2012,(10):26-34.