Classroom Philosophy

Monday, 19. August 2019

Generally when in classroom we speak of philosophy or the personality of a philosopher the first image that comes the head of a young is of a man all unhaired and with ideas that more seems things of maluco of what another thing. In the truth this is a myth? so to speak? of verbal tradition and that it passes of generation in generation for the corridors of our schools. with this the philosophy goes gaining discredit with the pupils who see in these ' ' ideas of malucos' ' one ' ' passport for fracasso' ' , there since we do not find for a philosopher owner of a multinational with an income of thousand currency symbols to the year. The first step to be given to revert this process is to become the accessible philosophy the children. That is, it is the act to work philosophical philosophy and concepts with the children in the language of the children. It is basically the modeling of a new form of transmission of subjects and theories of philosophy for the children. She is necessary to point out that this new form to educate philosophical does not intend to annul or to break up, to abolish the philosophical chains that perpassaram the centuries.

But yes, without abandoning the philosophical tradition, providing to the pupils a philosophy that they can understand and degustar with easiness. As a step would be to leave the children to speak what they feel and as they see the philosophy in its agreement. In this way they had felt themselves important inside of a quarrel and with this she will be able herself to be made corrections and in sorrateiro way they had learned for itself same the value of its opinion and as if to carry ahead of a conflict of ideas. According to philosopher and educator American north Matthew Lipman in its fantastic workmanship ' ' The Philosophy goes the Escola' ' , method of what does not exist better of the quarrel in classroom because ' ' quarrel, in turn, sharpens the reasoning and the abilities of inquiry of the children as none another thing can fazer' ' (LIPMAN, 1990, p 41).

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