PHILOSOPHY EDUCATION FOR CHILDREN

Penulis

DOI:

https://doi.org/10.23887/jfi.v3i3.24973

Kata Kunci:

philosophy, education, children, philosophy education

Abstrak

Fundamentals of all subjects in higher university education were being taught since early childhood. The basic concepts of biology, medicine and physics were mandatory introduced as natural sciences subjects (ilmu pengetahuan alam) in elementary school curriculum as well as social sciences (ilmu pengetahuan sosial), languages and even religion. These early introduction of subjects will make sure that every children are exposed to this particular education to enrich their knowledge and skill. However, philosophy is not formally available in national curriculum until university level. Paradoxically, one of the essence of philosophy is to ensure a human being is capable to perform critical thinking in their later life. This review aims to delineate the urgency and benefit of introducing philosophy in children in either formal or informal form of education. The early introduction of philosophy will nurture and sharpen the process of thinking in children thus will help them to become a wiser adult in the future. This concept might be a consideration of inserting philosophy as one of the subject in national curriculum.

 

 

Referensi

Benade, L. (2011) ‘Shaping the responsible, successful and contributing citizen of the future: “Values” in the New Zealand Curriculum and its challenge to the development of ethical teacher professionality’, Pol Futures Educ, 9(2), pp. 151–62. doi: 10.2304/pfie.2011.9.2.151.

Bormanaki, H. and Khoshhal, Y. (2017) ‘The Role of Equilibration in Piaget ’ s Theory of Cognitive Development and Its Implication for Receptive Skills : A Theoretical Study’, Journal of Language Teaching and Research, 8(5), pp. 996–1005. doi: 10.17507/jltr.0805.22.

Colom, R. et al. (2014) ‘The long-term impact of philosophy for children: A longitudinal study (prelimary results)’, Analytical Teaching and Philosophical Praxis, 35(1), pp. 50–6.

Gaedi, Y. (2017) ‘Philosophy in basic education: towards the strengthening foundations of Philippine education’, Policy Futures in Education, 5(6), pp. 292–6. doi: 10.17265/2159-5313/2015.06.004.

Gorard, S., Siddiqui, N. and See, B. H. (2016) ‘Can “Philosophy for Children” improve primary school attainment?’, J Philos Educ, 51(1), pp. 5–22.

Joubish, M. F. and Khurram, M. A. (2011) ‘Cognitive development in Jean Piaget’s work and its implications for teachers’, World Appl Sci J, 12(8), pp. 1260–65.

Karadag, F. and Demirtas, V. (2018) ‘The effectiveness of the philosophy with children curriculum on critical thinking skills of pre-school children’, Education and Science, (June), pp. 1–22. doi: 10.15390/EB.2018.7268.

Marquez, L. (2017) ‘Philosophy in basic education_ Towards the strengthening of the foundations of Philippine education’, Pol Futures Educ, 1(1), pp. 1–10.

Sugirborsdottir (1998) ‘Philosophy with Children in Foldaborg: Development Project in Foldaborg, a Preschool in Reykjavik for children from 1-6 years’, Int J Early Child, 30(1), pp. 14–6. doi: 10.1007/bf03400604.

Topping, K. J. and Trickey, S. (2014) ‘The role of dialog in philosophy for children’, Int J Educ Res, pp. 69–78. doi: 10.1016/j.ijer.2013.01.002.

Wattimena, R. A. A. (2016) ‘Pendidikan filsafat untuk anak? pendasaran, penerapan, dan refleksi kritis untuk konteks Indonesia’, Jurnal Filsafat, 26(2), pp. 163–88.

Diterbitkan

2020-09-26

Terbitan

Bagian

Articles