어린이 哲學敎育 方法의 한 模型

Abstract

Philosophy is not the subject that just teaches theories proposed by thinkers or philosophers but the one that poses questions on the mankind in a fundamental and comprehensive perspective. In this context, philosophy forms the foundation of all the learning as well as of the living. However, so far the philosophy education has been mainly knowledge-based with an emphasis put on the history side of it, not related to the reality of the learners. Accordingly, first-learners in philosophy for children should be taught how to ask themselves questions about things, familiar to them in their daily life rather than not pertinent to them. So, it is desirable that they learn it not only with textbooks, picture books, story books, fairy tales, cartoons, newspaper articles but also through field trips. Children are in-born philosophers. When children start to talk in earnest from the age of 3, they constantly ask questions, why. But, grown-ups frequently ignore such questions, thinking those foolish questions and, eventually, discouraging the children from developing those questions. Then, when is it possible for children to learn philosophy? It might be when they are able to think. However, the study of philosophy cannot be done just with thinking. It becomes possible when they know how to raise questions, converse with others, and read or translate thoughts written by others. That said, the possible age may be around the age of five. However, in this study, the subjects of the children in learning philosophy are limited to the elementary school level aged between 6 and 12. The objectives of teaching children philosophy can be summarized as the following: 1. to foster the ability to infer 2. to develop logical and critical thinking 3. to be able to have a in-depth conversation about things around them 4. to cultivate thoughtfulness towards other people and esteem for life. In overall, it can be said that philosophy education is to stimulate them to think and to improve such an ability to think. Then, how is 'thinking' possible and how can we foster the ability? Among various ways to do it, the main ones would be through observation, conversation and discussion. Historically, it is probable that a great number of philosophers have brought about questions, observed objects in depth, and had thorough conversations with their teachers or disciples before wrestling with books for decades to establish philosophical theories. Of the methods, I think the Socratic dialogues are still one of the most excellent educational ones to date. In addition, Decartes' methid of doubt is also thought to be an important one in understanding the essence of things. One can achieve thinking close to the true nature after weighing and measuring all things by using skeptical questions with the help of Philosophical Inquiry Communities where each question is weighed and understood through dialogues. Therefore, the process of discussion using the method of doubt, the dialogues and Philosophical Inquiry Communities is recommended as one of the desirable models for philosophy education. Given that philosophy is a medium to solve problems of life, what problems do children have in their lives? Among various problems, the major problem that they most desperately appeal for is that of freedom. Accordingly, this study has provided the methods how the problem can be approached in a philosophical manners through texts, media and field trips. The 'freedom' matter can not be resolved with one lesson in philosophy. However, it is believed that children will be able to develop their thinking while having discussions in a systematic, concrete and constant way and further, attain the open-minded attitude to accept their lives actively. To realize the above purposes, it is extremely important that teachers should continuously improve themselves to develop their teaching skills and stimulating hands-on teaching materials so as to encourage children to learn in a open-minded and child-centered learning environment.