philosophy education

The aim of the present study was to examine the teaching of philosophy and its role in the creativity and artistic thinking of upper elementary students. The research approach was quantitative, and the research method was quasi-experimental, including pre-test, post-test, and control group. The statistical population included all sixth-grade female students in District 4 of Qom city who were studying in the academic year 1402-1401. The statistical sample consisted of two classes: one class taught using a specific method (experimental group: 30 students) and another class taught using traditional methods (control group: 30 students), subjected to the Shapiro–Wilk and Levene's tests. Convenience sampling was used to select the statistical sample. Research data were analyzed at both descriptive and inferential levels using SPSS software version 23. The results showed that teaching philosophy in upper elementary schools led to the improvement of three dimensions of artistic creativity, namely curiosity and courage, modeling and ideation, and students' innovation. However, no such effect was observed for the dimension of imagination and aesthetics. Additionally, the levels of students' artistic thinking dimensions, including artistic precision, artistic questioning, self-expression and artistic attitude, utilization of imagination, innovation, and artistic creativity, were enhanced following philosophy instruction. The results of the main hypothesis test indicated that teaching philosophy in upper elementary schools leads to the improvement of students' creativity and artistic thinking.

This study aimed to examine the impact of philosophy education on critical thinking of primary girl school students in Rey. The research method was applied and quasi-experimental using pre-test-post test design with a control group. From the statistical population of six-grade girl students of Shahre-Rei, 60 people were selected as a sample. Thirty students were assigned randomly into experimental and control groups. The Training for the experimental group was done during 10 sessions, one hour each session, but the control group continued its activities without training. The training was conducted using Lippmann's Philosophy Education Program for children. The research instrument was the Ritex Critical Thinking Questionnaire, the reliability of which was obtained after being administered to 30 students using Cronbach's alpha (0.82). The data were analyzed using analysis of covariance. The results of data analysis showed that the impact of teaching philosophy to children on critical thinking and its components (creativity, commitment, maturity) is significant and the Critical thinking level of six grade students increased.