نشریه تفکر و کودک
سال سیزدهم شماره 2 (پاییز و زمستان 1401)

Post-humanism, as a critical and diverse paradigm, embarks on proposing new insights into the meaning of being human in modern times and diminishes the boundaries between humans, animals, and machines. Theoretically, there is a convergence between post-humanism and post-anthropocentrism as the former questions, humans, as the superior signifier, and the latter questions humans as the superior species. Based on this convergence, and with the assistance of Martin Heidegger’s critique of humanism and technology, and his thoughts about thinking, learning, dwelling, and art, this paper intends to put forward the idea that some picture books and wordless picture books that enjoy certain characteristics, which can exemplify them as post-human/post anthropocentric children’s literature, invite children to think meditatively on the relation between human and other entities of the world. These books, as works of art, bring about a deconstruction of humanistic binaries (including self/other, human/animal, culture/nature, and alike) so that they can offer a chance of exposure to other beings of the world for children. This kind of exposure helps children to receive the being as it is and not as represented by human norms, hence there can be hope for the development and emergence of post-human subjects for whom thinking is a ground for wondering and admiration, and not merely a tool for the development of certain skills or competencies.

The aim of this study was to determine the effectiveness of dialectical storytelling intervention on improving the creativity of elementary students. This research was a semi-experimental study with a pretest-posttest design and a control group. The statistical society included all female elementary school students in Urmia in 1398 ( 2019). The statistical sample consisted of 60 people selected by available sampling method and randomly assigned to experimental (30 people) and control (30 people) groups. The subjects in the experimental group received a 8 sessions dialectical storytelling program of 45 minutes per hour related to the composition lesson. Research data were collected using Abedi Creativity Questionnaire. Data analysis was performed using multivariate covariance analysis in SPSS  program  version 26. According to the data, dialectical storytelling intervention  leads to a significant difference between the groups in terms of creativity ( F=22.34 ,  p=0.001 ) and its dimensions including fluidity (F=88.68,  p =0.001), and flexibility ( F= 7.19,  p = 0.01 ). However, it was not effective on the components of initiative and creativity expansion (p=0.05). According to the findings, the dialectical storytelling program can be used in schools to develop the creativity of elementary students.

The aim of present study was to investigate the relationship between executive functions of brain and intelligence and creativity of pre-school teachers by descriptive and correlation way . The target group was all teachers of pre-schools and welfare or generation in Aran and Bidgol city-Kashan. Ninety-seven persons were randomly selected. The question naris include: executive function via Wisconsin test (WCST) and stoop software, intelligence via Raven progressive matrices test and creativity test via Torrance (B-From). Pearson’s correlation and Regression methods were used to analyze data. The results showed that there was correlation between creativity and intelligence (p<0.05). According to results.There are significant relationships between components like attention, inhabit ion and flexibility of executive function and intelligence (p<0.05) the results also show that executive function and components like flexibility, expansion mobility and creativity.There fore, there are significant relationships between compotsof executive function and intelligence and creativity amang pre-school teachers. The present results support the role of executive function in intellignce and creativity and help us to understand more the relationship between intellignce and creativity.

The aim of this study was to investigate the mental relationship with academic achievement based on the mediating role of attention control, emotion regulation and students' cognitive flexibility in 2020. This study was a correlation of structural equations. The statistical population of this study includes all high school childeren in Zarand city in the academic year 2020, which is a total of 7800 people. The number of sample members using the Cochran's formula is estimated at 300, which is a happy sampling that has been selected in several stages. Research tools were Dennis and Vanderwall Cognitive Flexibility Questionnaire (2010), Garnfsky & Craig (2001) Emotion Regulation, Dribbry & Reed (2002), Wallach et al. (2006) Conscious Mindfulness (2006) and Pham & Taylor Academic Achievement (1999). Findings from structural equations showed that the model had a good fit with the research data. Descriptive statistics (main indices, skewness and elongation) and inferential statistics (structural equivalence modeling) were used in experiments and data analysis. The results showed that there is a relationship between mindfulness and academic achievement with the mediating role of attention control, emotion regulation and cognitive flexibility in students.

The aim of this study was to meta-analyze the effect of philosophy for children program on developmental dimensions) cognitive, social, emotional and moral( of children and adolescents in Iran That, meta-analysis method and effect size index of Hedgesʹs g were used as a common scale in this study. In the statistical population , 119 studies were identified and based on the exclusion criteria, 48 studies were excluded and a total of 71 studies with 237 sizes were included in the meta-analysis. Findings showed that the size of the total combined effect (0.877) is evaluated according to the optimal Hattieh criterion and Cohen the Great criterion. Also in examining the role of moderating variables, the desired effectiveness results on each of the cognitive, social, emotional and moral outcomes; And showed mixed gender groups, boys, and girls, but the difference between them was not significant. On the other hand, the age of the subjects with a coefficient of 0.033 significantly (P <0.001) predicts the amount of effect size. Considering the high effectiveness of philosophy for children program on the developmental dimensions of children and adolescents in general and cognitive, social, emotional and moral outcomes in gender groups, it is suggested that this program be included in formal and informal education for children and adolescents, following its basic principles and foundations.

Since the story is the main basis of thinking and communication, it is one of the tools for cultivating critical thinking. Therefore, we first explained the components of critical thinking and introduced the criteria for evaluating the story, using thematic analysis method, in this research. We then reviewed and evaluated 30 teen stories in the age group of 12 to 15 years, related to the years 90 to 98 in three categories: formal, elitist, and bestsellers so that we could identify stories that have intellectual content and those that have capacity to strengthen critical thinking. Evaluation criteria include questioning, reasoning, documentary judging, analysis, problem solving, empathy, philosophical theme, ethical digging, and purposeful dialogue. They are derived from the views of critical thinkers such as Chet Mcyers, Robert Fisher, Robert Annis, Richard Poul, and Peter Facione. The results of this study show that Only 40% of the stories in the elitist and bestsellers sections and 10% of the stories in the formal section have intellectual content and the capacity to strengthen critical thinking.

The aim of this study was to determine the effectiveness of teaching philosophy to children on students' creative self-efficacy and self-determination. The present study was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of the study included all primary school male students in MAKU city in the academic year 2020-2021 with a total of 6520 people. From this population, 30 people were selected by available sampling method. Data collection tools included a creative self-efficacy questionnaire and student self-determination scale. Data analysis was performed using univariate and multivariate analysis of covariance in SPSS program. Data analysis showed that teaching philosophy to children leads to significant differences between groups in creative self-efficacy (F=22.81, h2=0.46), and self-determination (F=6.38, h2=0.63) and Its dimensions include self-knowledge, knowledge of values, implementation and experience of results (P<0.05), Also, eta coefficients showed that teaching philosophy to children had more effectiveness on self-determination than creative self-efficacy. According to the results, teaching philosophy to children is an appropriate and effective intervention to improve creative self-efficacy and self-determination and its dimensions in students.

An analysis of characteristics of spaces designed for computer games can help identify and control their different impacts on the world of children. In this regard, emotional violent games are highly critical which, considering the setting they make, can get the individual move out of the real-time world and transfer into an unknown world that considerably involves his senses. This research aims to identify the stimulating factors in common children and teenagers’ games by briefly analyzing the most popular games among this age group, and to analyze the components of those games by using a phenomenological method from an architectural and space perspective. Using the components, the research also investigates the computer games in terms of intensity of excitements and sensory involvement.  The findings show that computer games usually engage the visual and auditory senses of the user and communicate with him; moreover, the structural setting of the gaming space which causes such problems as hiding in semi-transparent or semi-visible spaces may affect the excitement and stress of the game and involve the user’s sense of place in the gaming space, thus making him engage in the game challenges, fearing of being seen, exploring and understanding the environment.

The aim of this study was to compare the effectiveness of two philosophy programs for children and group play therapy with cognitive-behavioral method on psychological flexibility in children with separation anxiety disorder. Research method; The quasi-experimental was pretest, posttest and follow-up with the control group..The statistical population was children aged 6 to 12 years referred to Shamim Counseling Center in Kermanshah in 2019-2020. The sample group consisted of 30 children with separation anxiety. The sample was selected by purposive sampling and random sampling First, separation anxiety questionnaire and Wisconsin card test was performed for all 3 groups (pre-test). Then, The participants of the first group received a philosophy program for children. And the second group received group play therapy while the control group did not receive educational intervention. Then, all 3 groups were re-evaluated with the mentioned questionnaires (post-test). The follow-up stage was held 2 months later. Data analysis was performed using multivariate analysis of covariance. Both philosophy program for children and group cognitive-behavioral play therapy have a significant effect on increasing psychological flexibility (p <0.05, F=1/031). Of course, in this study, the effectiveness of philosophy education program for children was more than play therapy.

The purpose of this study is to investigate and infer the advantages of philosophical stories and its applications as textbooks.

The research method is descriptive-inferential (progressive analysis). Sources reviewed include stories presented by P4C pioneers. To explain the necessity of philosophical stories as textbooks, the concept of philosophy is examined from the perspective of the founders of the P4C program and their reasons are given that the questions of children and adolescents can sometimes be found only in philosophical exploration. Then, the importance of symbolic explanation and philosophical capabilities of the story from the perspective of the founders of the P4C program is discussed.

According to the results, according to the founders of the P4C program, these stories are not only useful but also necessary to achieve the goals of education. It can be concluded that philosophical stories have good potential for use in curricula, and from the point of view of the viewers of the P4C program, they have the advantages of being attractive, thought-provoking, more vivid than other texts, and linking class topics to the text of students' lives.

Based on the results, it seems that stories in all fields of knowledge can lead to students' cognitive construction with the help of classroom exploration.

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.

Children's literature is formed according to the needs of its audiences. The author writing for children, must know the characteristics, needs and interests of the audience. This information is achieved through studying about children, examining children's favorite books and surveying of children and those dealing with them. This study aims to investigate the most read children's books, surveying of children and their educators in order to find the characteristics of the desirable book from the children's viewpoint. Finally, a comparison is conducted between the views and features of the books. At first step, the most read works of the intellectual development center were extracted during 2006-2016 by field method and attendance at libraries of the center as well as the works were analyzed through content analysis method. In second step, two researcher-made questionnaires of 6-12 year-old children and a questionnaire for child educators were set up. After receiving the answers, a comparison was made between the views of children and their educators. It is concluded that, based on the answers in the children's questionnaire, children want to learn and enjoy their books while making a mental effort to understand the language of the books. In fact, improving the quality of children's books based on their needs and interests is one of the most important ways to promote book reading and make children interested in reading.