000 03839nam a22004695i 4500
001 978-981-4451-06-2
003 DE-He213
005 20140220082947.0
007 cr nn 008mamaa
008 130228s2013 si | s |||| 0|eng d
020 _a9789814451062
_9978-981-4451-06-2
024 7 _a10.1007/978-981-4451-06-2
_2doi
050 4 _aLB1101-1139
072 7 _aJNLA
_2bicssc
072 7 _aEDU023000
_2bisacsh
082 0 4 _a372.21
_223
100 1 _aLam, Chi-Ming.
_eauthor.
245 1 0 _aChildhood, Philosophy and Open Society
_h[electronic resource] :
_bImplications for Education in Confucian Heritage Cultures /
_cby Chi-Ming Lam.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2013.
300 _aXIII, 185 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects ;
_v22
505 0 _aChapter 1 Introduction -- Chapter 2 Theoretical and Practical Justifications for Popper’s Non-Justificationism.- Chapter 3 Education for Open Society as an Educational Ideal -- Chapter 4 An Empirical Study of the Effectiveness of Lipman’s Philosophy for Children Programme on Promoting Children’s Critical Thinking in Hong Kong, China -- Chapter 5 Reconceptualisation of Childhood for Promoting Justice in an Open Society -- Chapter 6 Conclusions.
520 _aThe purpose of this book is to develop a theory and practice of education from Karl Popper’s falsificationist philosophy for promoting an open society.  Specifically, the book is designed to develop an educational programme for achieving Popper’s ideal of fostering critical thinking in children for full participation in an open democratic society. Arguing that Matthew Lipman’s Philosophy for Children (P4C) programme can fulfil the requirements of Popper’s educational ideal in schools, this study conducted an experiment to assess the effectiveness of the programme in promoting students’ critical thinking in Hong Kong, China – arguably a Confucian heritage society.  The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom.  It was also found that P4C played a major role in developing the students’ critical thinking. Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children.  As a way to return justice to childhood and to effectively promote critical thinking in children, this study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions.
650 0 _aEducation.
650 0 _aEducation
_xPhilosophy.
650 0 _aEarly childhood education.
650 1 4 _aEducation.
650 2 4 _aChildhood Education.
650 2 4 _aPhilosophy of Education.
650 2 4 _aSociology of Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789814451055
830 0 _aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects ;
_v22
856 4 0 _uhttp://dx.doi.org/10.1007/978-981-4451-06-2
912 _aZDB-2-SHU
999 _c100166
_d100166