نشریه تفکر و کودک
سال سوم شماره 2 (پاییز و زمستان 1391)

The purpose of the present research is to consider the relation between the Stories of classic texts of Persian literature and Philosophy for Children which are done through the approach of philosophic research by using of the logical reasoning. On this purpose، first، the philosophy for children from the perspective of Lipman، and the way of its developing and Lipman achievements in the expansion of the program and the way of creating various approaches in this field were introduced، then It was shown that each approaches emphasizes on a certain aspect of the philosophy. so، due to a general view and in the light of various fields of philosophy in this thesis، at first، the fundamental topics of philosophy in three scope ontology، epistemology، and axiology were determined and some samples of classic texts of Persian literature have been mentioned for each of them. The results of the research have shown that providing a philosophic content، emanating from Classic Texts of Persian Literature and their rewriting corresponding to the age of the children، can as a general approach have due attention to dimensions such as thinking process، philosophic content، literature richness، and the culture of dependency in teaching children how to think.

Cultivation of the thinking faculty has always been a major concern and aim of formal educational systems. It seems that judgment is main factor in thinking activity. However، comprehensive judgments always are relative but by Prerequisite of Tolerance، thinkers can do more trust judgments. From the beginning of modern era of education، there have been a variety of approaches to this subject being impressed by the question of nature of thinking and the hopes that it could be fulfilled. Most of these approaches focus on thinking skills that are characterized by logical rules. Although these approaches are different، they have a common characteristic based on presuppositions about thinking، one of which is detachment of the thinker from the object or product of thinking. In this article the importance of teaching logical rules for true thinking (reasoning) is acknowledged، but it will be argued that by considering some components of phenomenological approaches، we can compensate some of the defects of existing approaches. The components include intentionality and inter-subjectivity in the light of which the phenomenological view on cultivation of thinking will be explained.

In the present study، the authors investigated the effects of community of inquiry in the «Philosophy for Children» program on creativity of children. 40 children from private schools participated in the study. The participants were selected through cluster sampling procedure. The instrument used for the study was Torrance test of creativity (Form B)، which includes fluency، flexibility، originality، and elaboration subcomponents. The treatment consisted of teaching Morteza Khosronejad''s thinking stories for 12 one-hour sessions in a three month period using community of inquiry practices. The study followed a pretest-posttest design with control group. In order to analyze the data، covariance analysis was used. The results showed a significant difference between the experimental and control group. In other words، the effect of community of inquiry was positive on the experimental group in comparison to the control group. The results approve of the previous research

Now-a-days in the educational systems، a special attention is given to the development of the thinking skills. In such systems the children learn how to use their thoughts in their daily life. Therefore it seems that knowing thinking styles (as an individual’s preferred procedure in reasoning، assessment and judgment) and its applications can be conductive in the daily life. The purpose of this study also was to understand the relationship between the thinking styles and the Grasha-Reichmann learning styles. The participants in this study were the high school students of Tehran. 533 students (258 girls and 275 boys) were selected from this community and answered to the Thinking Style Inventory (TSI) (Zhang and Sternberg، 2005) and Grasha and Reichmann Student Learning Style Scale (GRSLSS) (Grasha & Reichmann، 1996). Findings of this study indicated that the thinking styles have significant relationship with the learning styles. The findings also indicated that the thinking styles could anticipate any of the learning styles with different patterns. It seems that the students with type-I thinking style prefer the independent learning styles، while ones with type-II and type-III thinking styles lean towards the other thinking styles.

The general aim of this research is surveying and criticizing philosophy for children program based on philosophical foundations of Transcendent Philosophy. General research question is “What are the philosophical foundations of philosophy for children program” Based on the philosophical foundations of Transcendent Philosophy، which critiques are subject to it? In this study، we have used analytic-deductive research method. The evidences show the similarities and differences between the philosophy for children program and philosophical foundations of Transcendent Philosophy. Based on these evidences، we criticized the program from point of view of Transcendent Philosophy. Yet concerning similarities، with deleting unmatched elements and adding necessary ones as well as reforming it، and concerning its localized version، we can apply it in our country educational system. The general aim of this research is surveying and criticizing philosophy for children program based on philosophical foundations of Transcendent Philosophy. General research question is “What are the philosophical foundations of philosophy for children program” Based on the philosophical foundations of Transcendent Philosophy، which critiques are subject to it? In this study، we have used analytic-deductive research method. The evidences show the similarities and differences between the philosophy for children program and philosophical foundations of Transcendent Philosophy. Based on these evidences، we criticized the program from point of view of Transcendent Philosophy. Yet concerning similarities، with deleting unmatched elements and adding necessary ones as well as reforming it، and concerning its localized version، we can apply it in our country educational system.

The present study intends to investigate the relationship between cognitive knowledge beliefs and the tendency to critical thinking among high school students in Makou. All high school students in Makou participated in the study. 346 students were selected through cluster sampling. The research is performed through survey-correlation procedure. Schomer''s cognitive knowledge beliefs questionnaire and California''s critical thinking questionnaires were used as the instruments of data collection. The collected data was analyzed using analysis variances، t-test and stepwise regression. The results indicate that there is a relationship between cognitive knowledge beliefs (inherent ability to treat learning، quickness of learning process، simplicity of science and absolute knowledge of science) and the tendency to critical thinking (deduction، reasoning، analogy، A-priori reasoning، evaluation، analysis) and cognitive knowledge beliefs can result in one of the components of critical thinking (i. e. A-priori reasoning). But there is no significant relationship between cognitive knowledge beliefs of male and female students. In A-priori reasoning، girls have more tendencies to critical thinking، but in other components there is no difference between boys and girls، so cognitive knowledge beliefs predict a tendency to critical thinking between girls and boys. Furthermore، the results show that cognitive knowledge beliefs can predict the components of the tendency to critical thinking، and the components of cognitive knowledge beliefs can be used to enrich critical thinking. Also they can affect teaching purposes. So recognizing these beliefs can results in right and effective advances in reaching standards of critical thinking.

This paper is considering the children’s television program in term of cultural development and its indicators. In this regards، among the view point of cultural sociologists (Weber، Parsons and Inglehart)، an appropriate theoretical framework has been firstly mentioned، and then the cultural development has been explained and defined in terms of selectivity (UNESCO). Afterwards، the current situation has been considered by surveying in children’s TV programs as well as what this media has been shown to the children in terms of content (the indicators of cultural identity، cultural heritage and cultural participation and international cultural cooperation) and structure (clothing، space، imitating sounds، music، poetry، children’s participation and how to transfer the content). Finally، the current situation has been analyzed based on the laws of IRIB and priorities of TV programming in media. The unit of analysis is “program” and the method is to study documents، to analyze the qualitative and quantitative content and the focal interviews. The most important point is that it was possible to survey the different subjects and practical plans because of the coincidence of the programs and several important events during the year such as Ashura، Moharram، Festival، New Year and usual days. According to the statistics، the selected programs have been allocated the high percentage of their audiences، too. The study is declared that the foreign cartoons are shown more in the TV programs and the way of transferring the message is more indirectly. Indicators of cultural development are not inconsistent with the priorities of submitted programming in the programs in view point of UNESCO. These two programs have paid more attention to some issues; so many themes which are required for children have been negligible. However، in regard to having a developed child، you should familiarize him/her with different themes and contents not just in one hand. Therefore، the clear، correct، complete and effective meaning of developing doesn’t give for the children. The mentioned paper is considered the children’s television program in term of cultural development and its indicators. In this regards، it has been firstly mentioned an appropriate theoretical framework among the view point of cultural sociologists (Weber، Parsons and Inglehart) then has been explained and defined the cultural development in terms of selectivity (UNESCO). Afterwards، it has been considered the current situation by surveying in children’s TV programs as well as what this media has been shown to the children in terms of content (the indicators of cultural identity، cultural heritage and cultural participation and international cultural cooperation) and structure (clothing، space، imitating sounds، music، poetry، children’s participation and how to transfer the content). Finally، the current situation has been analyzed based on the laws of IRIB and priorities of TV programming in media. The unit of analysis is “program” and the method is to study documents، to analyze the qualitative and quantitative content and the focal interviews. The most important point is that it was possible to survey the different subjects and practical plans due to coincide with several important events during the year such as Ashura، Moharram، Festival، New Year and usual days and according to the statistics، the selected programs has been allocated the high percentage of their audiences، too. The study is declared that the foreign cartoons are shown more in the TV programs and the way of transferring the message is more indirectly. Indicators of cultural development are not inconsistent with the priorities of submitted programming in the programs in view point of UNESCO. These two programs will be paid more attention to some issues and also many themes which are required for children have been negligible. However، in regard to having a developed child; you should be familiarized him/her to different themes and contents not just in one hand. Therefore، the clear، correct، complete and effective meaning of developing doesn’t give for the children.