The Effectiveness of teaching Philosophy for Children(P4C) on social Responsibility of Elementary primary Students

Taking responsibility refers to commitment and accountability towards individual and social affairs. Responsible people have control over their thoughts, feelings and deeds and have responsibility for consequences of their own behavior. Therefore, responsibility is closele linked with social and individual affairs and is affected by educational approaches. This study aims to determine the impact of teaching philosophy upon six-grade students' social responsibility. The research method used in this study is quasi-experimental with pre-test and post-test scheme applied for control group. The statistical population included all six- grade students in the city of Saqqez. But the sample group only includes Sama primary school students. The selected samples were randomly divided into two groups of 15 people each: i.e, control group and experimental group. Before any intervention, students' responsibility was measured by Responsibility Questionnaire. Later, the experimental group received philosophy training for 8 sessions, and post-test was conducted for both groups. The data was analyzed by statistical test of covariance interpretation.The results showed that teaching philosophy to children (P4C) has enhanced sixth- grade students responsibility significantly. In other words, the content and method of teaching philosophy for children improves children's social responsibility.