[Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Current Issue :: Archive :: Search :: Submit :: Contact ::
Main Menu
Home::
Journal Information::
Articles archive::
For Authors::
For Reviewers::
Registration::
Contact us::
Site Facilities::
Journal Metrics::
Publication Ethics::
Articles in Press::
::
Search in website

Advanced Search
..
Receive site information
Enter your Email in the following box to receive the site news and information.
..
Rss

RSS

..
yektaweb
..
Social network

LinkedIn

Academia

..
:: Volume 3, Issue 1 (2018) ::
qaiie 2018, 3(1): 149-186 Back to browse issues page
A Comparative Study of Social Thinking in Allameh Tabataba'i and Lipman’s Views and its Implications for Philosophy for Children (P4C)
Seyyed Mansour Marashi * 1, Jafar Cheraghian2 , Masoud Safaei Moghaddam3 , Parvaneh Valavi4
1- Associate Professor of Philosophy of Education, Faculty of Psychology and Education, Sahid Chamran University of Ahvaz. Iran. , marashi_s@scu.ac.ir
2- Ph.D. in Philosophy of Education, Faculty of Psychology and Education, Sahid Chamran University of Ahvaz. Iran.
3- Professor of Philosophy of Education, Faculty of Psychology and Education, Sahid Chamran University of Ahvaz. Iran.
4- Assistant Professor of Philosophy of Education, Faculty of Psychology and Education, Sahid Chamran University of Ahvaz. Iran.
Abstract:   (4681 Views)
The purpose of this research was to compare and analyze views of Matthew Lipman, as the originator of P4C, and those of Allameh Tabataba'i on social thinking and to discover commonalities and differences between them in order to make the best use of P4C in the formal and public education system of the Islamic Republic of Iran. The statistical population of the study comprised all works, documents and databases containing Allameh Tabataba'i and Lipman’s views on social thinking. These sources were first identified and then studied purposefully and thoroughly. Next, the obtained data were analyzed through analytical-inferential-comparative methods and this was continuously and simultaneously carried out with data collection. The findings indicated that Lipman and Allameh Tabataba'i have similar perspectives on "attention to individuality while accepting social dignity", "belief in prominent position of thinking and rationality in social interactions", "focus on dialogues" and "rejection of moral relativism". Differences between these two thinkers include "placing great emphasis on method of enquiry by Lipman versus giving great importance to gaining knowledge by Allameh" and "dominance of thinking in Lipman’s paradigm and faith in that of Allameh". The implications of this research are to strive for the promotion of a dialogue-based approach to education and to avoid impeding critical and free thinking.
Keywords: thinking, social thinking, Allameh Tabataba'i, Matthew Lipman, Philosophy for Children.
Full-Text [PDF 563 kb]   (3255 Downloads)    
Type of Study: Research | Subject: special-Philosophical
Received: 2018/02/15 | Revised: 2019/04/24 | Accepted: 2018/05/31 | Published: 2018/11/30 | ePublished: 2018/11/30
References
1. Callaway, H.G. (1993). Democracy, value inquiry and Dewey's metaphysics. The Journal of Value Inquiry, 27(1), 13-27. [DOI:10.1007/BF01082706]
2. Canuto, A.T. (2015). Reflections on theory and pedagogy of challenges in facilitating children's dialogues in the community of inquiry. International Journal of Whole Schooling, 11(1), 1-15.
3. Daniel, M., Schleifer, M., & Lebouis, P. (1992). Philosophy for children: The continuation of Dewey's democratic project. Analytic Teaching, 13)1(, 3-12.
4. Green, L., Condy, J., & Chigona, A. (2012). Developing the language of thinking within a classroom community of inquiry: Pre-service teachers' experiences. South African Journal of Education, 32(3), 319-330. [DOI:10.15700/saje.v32n3a583]
5. Jackson, T.A. (2001). The art and craft of "gently Socratic" inquiry. In A.L. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd ed.) (pp. 459-465). Alexandria, VA: Association for Supervision and Curriculum Development.
6. Jones, T. (2012). Community in the classroom: An approach to curriculum and instruction as a means for the development of student personal engagement in a high school classroom. Educational Perspectives, 44(1-2), 58-64.
7. Kennedy, D. (2012) Lipman, Dewey, and the community of philosophical inquiry. Education and Culture, 28)2(, 36-53. [DOI:10.1353/eac.2012.0009]
8. Kizel, A. (2015) Philosophy with children, the poverty line, and socio-philosophic sensitivity. Childhood & Philosophy, 11(21), 139-162.
9. Lipman, M. (2003). Thinking in education. New York: Cambridge University Press. [DOI:10.1017/CBO9780511840272]
10. Lipman, M. (2004). Philosophy for children's debt to Dewey critical & creative thinking. The Australian Journal of Philosophy in Education, 12(1), 1-8.
11. Lukey, B. (2012). Philosophy for children in Hawaii: A community circle discussion. Educational Perspectives, 44(1-2), 32-37.
12. Splitter, L., & Sharp, A.M. (1995). Teaching for better thinking: The classroom community of inquiry. Melbourne: Australian Council for Educational Research Ltd.
13. Venter, E., & Higgs, L. G. (2014). Philosophy for children in a democratic classroom. Journal of Social Sciences, 41(1), 11-16. [DOI:10.1080/09718923.2014.11893336]



XML   Persian Abstract   Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Marashi S M, Cheraghian J, Safaei Moghaddam M, Valavi P. (2018). A Comparative Study of Social Thinking in Allameh Tabataba'i and Lipman’s Views and its Implications for Philosophy for Children (P4C) . qaiie. 3(1), 149-186. doi:10.29252/qaiie.3.1.149
URL: http://qaiie.ir/article-1-151-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 3, Issue 1 (2018) Back to browse issues page
نشریه مسائل کاربردی تعلیم و تربیت اسلامی Journal of Applied Issues in Islamic Education
Persian site map - English site map - Created in 0.05 seconds with 42 queries by YEKTAWEB 4645
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)