Explaining and Criticizing Lipman’s Approach in the Philosophy for Children Program of Existential Questioning Perspective

Abstract

The aim of this study was to explaining and criticizing lipman’s approach in the Philosophy for children program of existential questioning perspective. The type of this research is qualitative and according to the purpose of this research, descriptive-analytical method was used to achieve and explain the purpose. The statistical population of the study included Lippmann related works on existential themes and articles and researches on this subject. For this purpose, to collect information, appropriate samples from sources related to the research topic were purposefully selected and to record the data, a receipt form was used and the data obtained during the research were continuously analyzed and interpreted. Based on the findings of the research, the themes of existence's attention to meaning, originality and responsibility have been considered in the philosophy for children curriculum. It is overlooked that this contradicts the two main ideals of the Philosophy for Children Curriculum, namely the creation of a safe environment for children to question freely as well as their emotional care.

Keywords

• community of inquiry
• existential questioning
• lipman
• philosophy for children