The Effectiveness of Teaching Philosophy to Adolescents on Development of Aesthetic Beliefs and Moral Judgments of High School Students through Philosophical Community of Inquiry

This study aims at investigating the effectiveness of teaching philosophy to adolescents in philosophical community of inquiries using the stories of classical Persian texts on development of aesthetic beliefs and moral judgments of high school students. The research method is quasi-empirical design. The statistical population of the study is the students of the junior high school in Tabriz City, who were selected from 5 subdistricts of district 4 of Tabriz, and two schools were selected by multi-stage cluster sampling and one class from each school. The Taghizadeh and Babaei Aesthetic Beliefs Questionnaire (2017) and the Dorgandasin and Miravarama  Ethical Judgment Questionnaire (1998) were used to collect data. Descriptive and inferential statistics (analysis of covariance) were used for data analysis. Based on the results of the study, it can be said that the mean of the experimental group with the value of etiquette (0.61) in the variable of aesthetic beliefs and the value of etiquette (0.322) in the variable of moral judgment is higher than the mean of the control group and that they are significantly different. The Philosophical Teaching Program for Adolescents through the Philosophical Community Inquiry has a positive impact on adolescents' aesthetic beliefs and moral judgment. Therefore, it can be concluded that through teaching philosophy to adolescents, one can strengthen their aesthetic beliefs and the power of moral judgment.