| dc.description.abstract | Lipman′s idea of children′s philosophy made a profound impact on the connection between education and philosophy. Subsequently, this influence also came to Taiwan and made Philosophy for Children robust and lush on our land. What is the correlation between Philosophy for Children, Philosophy, and Education? What is the value of Philosophy for Children and Philosophy for education?
In Philosophy for Children, it is ubiquitous that stories always work as guidance which makes picture books extensively applied. However, to make sure children are interested in picture books, it is necessary to ensure the content of these picture books is related to the daily life of kids. In other words, all storylines must encompass and develop around children′s curiosity and concern, so picture books are not simply conveying ＂stories＂ themselves. The composition of picture books included subject matters as well as both visibly outward meanings and the innermost meanings that required young readers to explore by themselves.
How could children learn more about the world via what they have already possessed? The answer is through their nature, i.e. having inquisitive exploration, bombarding questions, or experiencing games. To be specific, all these approaches become beneficial bridges that indicate others′ experiences and feelings in front of children while reading picture books. In addition, all the plots in books allow young readers who are reading the story to immerse themselves in the entire process. Kids would accumulate experience through stories and games; not only that but stories are also viewed as optimal objects for kids to learn and gain experiences from their authors. Not to mention, stories are fundamental tools for people to illustrate their adventures and emotion, which means we can understand people′s state of mind via their stories. As a result, Philosophy for Children educates kids, who are vibe in the story, on the importance of putting themselves in others′ shoes through narration. Children’s philosophy also takes advantage of the imagination within the stories leading kids to discover the power outside the stories.
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How could we discover the power outside the stories? Basically, by seeking, asking, and discussing. Any efficient discussion requires an explicit mindset. That is, reasoning skills are essential. In short, Professor Mathew Lipman established Philosophy for Children based on the conviction of training logical thinking. In mordent society, there is an abundance of Philosophy for Children with distinct origins. Regardless of their different viewpoint, they are all the expression of a grand philosophical event that is in the hub of children′s perspectives and necessarily accompanied by a massive amount of time, energy, and open-mindedness from adults.
In conclusion, Philosophy for Children is not purely a theoretical philosophy. Instead, it is a practice that involves interaction and company with children. This study attempts to expound on what Philosophy for Children is and what could be learned from Philosophy for Children by putting it into practice.
Keywords: Philosophy for Children, Education, Storytelling, Games | en_US |