CC BY
9Keywords: digitalization, childhood, individualization, personalization, psychological and pedagogic support, support, anthropotechnologies, self-development
DOI:
DEVELOPMENT OF CHILDREN'S CRITICAL THINKING (BASED ON ONLINE COURSE "IN SEARCH OF WISDOM")
Dinara Sydygalieva
Lomonosov Moscow State University, Moscow, Russia, Russia; e-mail: [email protected]
Abstract: In modern conditions of ongoing digitalization of education, practical skills of critical thinking are more relevant than ever. Skills of searching and selection of information, analysis and synthesis are necessary part of children's socialization and social integration. Aims: To describe the mechanism of development of critical thinking, based on philosophical instruments used in "In search of wisdom" (1216-year-old children) in the Department of Philosophy, MSU; to teach working with concepts, making definitions, protecting ideas in discussion with other people, searching for weak and strong arguments, basing on principals of logic and debate context. The research is based on data that was collected during the online course in 2021-2022. The teacher becomes a moderator who, through the audience's questions, manages the discussion and draws attention to positions and opinions that can have the most influence on debate's quality and conclusion. The essential opinion exchange is made by students. Use of philosophical instruments during lessons not only corresponds to competence-based approach which focuses on using theory in practical tasks, but also applies pure practice so that it becomes a research experiment in itself. Such teamwork among students has a great innovative capability because of the absence of pressure from the teacher's authority. Self-correction, which takes place during discussion with opinion exchange and cross impact, is an important skill that students develop. They learn to understand that errors are possible and how to find, analyze and correct them. Our research shows that using philosophical instruments has a positive influence on the development of critical thinking skills and contributes to fuller and deeper self-understanding and understanding of the world. Using an online platform allows everybody to be more active during debates.
Keywords: childhood philosophy, pedagogy, philosophy for children
DOI:
PHILOSOPHY FOR CHILDREN IN RUSSIA: ON THE EXAMPLE OF THE PROGRAM "TERRITORY OF
THINKING
Ekaterina Trushkina
Head of the Scientific Study-Library of Academician V.V. Ivanov, Russian State University for the Humanities, Moscow, Russia; e-mail: [email protected]
63
Abstract: Philosophical practice with children is becoming increasingly popular in the modern world and in Russia. There are many informal organizations that bring people into the process of philosophizing (philosophical cafes, workshops, seminars, trainings etc.) One of these informal unions is a philosophical camp. The Philosophical Camp called "Territory of Thinking" («Территория мысли»/«ТеМы») was found by Professor Larisa Retyunskikh (MSU) and her colleagues. Now more than a dozen of these philosophical camps are held in Russia. The program takes place three times a year (Autumn, Spring and Summer). Spring and Autumn camps are family programs and held during school holidays as a weekendcamp in the Moscow region. The Summer Philosophical Camp (children's only) lasts from 10 to 15 days and takes place at the Children's Camp "The Arctic Circle" (North Karelia). Each Program presents its own specific philosophical topic (for example: "beauty", "wonder", "desire", "life", "human", etc.). Children aged 7-17 are able to take part. There are about 30 children in a group, though during the class students might be divided between the younger and the older students. The Philosophical Camp Program is a complete immersion into the world of thinking, philosophizing and questioning all day every day. The main elements of the practice are questioning, problematization, conceptualization, and argumentation. These elements are the skills that the child acquires in the course of studying philosophy. Practical philosophy with children develops logical, critical, reflective, creative and other types of productive thinking. The practice of working with questions is actively developed. The use of philosophical texts (myths, parables, fairy tales, etc.) as well as the method of philosophical games develops analytical and communicative skills, teaches logical thinking, creativity and independence.
Keywords: philosophy for children, philosophical camp, philosophical practice with children, practical philosophy
DOI:
"DO YOUR OWN RESEARCH" AND EXPERIENCES OF CHILDREN'S PHILOSOPHIZING
Evgeniya Vasilieva
Educator, Interregional Children's Public Organization "Philosophy for children", Moscow, Russia; e-mail:
Abstract: The author presented the risks of the digital space for the effective development and education of children based on how the saying "do your own research" has been transformed. The question of forming critical thinking, developing reflection, one's system of values, relations with the world, without which the results of the primary message of DYOR are counterproductive, is relevant. The purpose of this work is to draw attention to the promise of psychological research into children's philosophizing as a method of self-actualization and objectification of a developing personality, which results in successful self-realization and communication of the child both in real life and digital space. For over a quarter of a century, the Russian practice of philosophizing with children has provided interesting material for scientific analysis for educators, philosophers, and psychologists. Positive personal and behavioral changes have been proved in children engaged in practical philosophizing within the framework of a philosophical club, additional developmental programs and leisure activities using the methodology of playful philosophizing. The report is illustrated with an article from the children's philosophical newspaper "Owl". It presents the effectiveness of open and creative discussion of important philosophical topics by children for constructive interaction.
Keywords: childhood, digital space, children's philosophizing, critical thinking, philosophical reflection
DOI:
