The Impact of the Philosophy Program for Children (p4c) on students' moral attitudes and their components from the perspective of the Quran

Document Type : Original Article

Authors

1 Corresponding Author: Ph.D. student of philosophy of education, lecturer of Islamic Azad University of Arak and lecturer

2 Professor, Department of Educational Sciences and Psychology, Payam Noor

3 Assistant Professor of Psychology, Islamic Azad University of Arak

4 Assistant Professor, Department of Educational Sciences, Islamic Azad University of Arak

Abstract

The purpose of the present study was to study the effect of the philosophy program for children on the ethical attitude of the fifth grade elementary school students and its components from the perspective of the Qur'an. The components of behavioral and logical reasoning, the spirit of respect for ethical social values, self-esteem have been studied. The present study is an applied goal A semi-experimental method (part of the study was done quantitatively and qualitatively). The statistical population of the study consisted of 5 elementary students in Ramsarbod, 43 people as a group of 43 patients. The subjects were included in the control group. The subjects in the experimental group were exposed to my effects. Independent were pretest and post-test was taken. The research findings indicate that there was a significant difference between the pfc program and the students' moral reflection. There was a significant difference between the mean scores of the pre-test and post-test of the experimental group and the control group, and the meaningful and logical reasoning of the moral and social values ​​and the self-esteem of the students was significant. In addition, several verses have been mentioned in the observance of the mentioned elements, its development in society has been emphasized to generalize Crimean ethics. Considering the coordination of the program of philosophy for children with the concepts of the Qur'an, this program is a successful educational and training model for fostering ethical attitudes. Emphasize In the

Keywords

References

 
Barrow,w   (2010) Dialogic, participation and the potential for Philosophy for Children, Thinking Skills and Creativity 5    61–69
Daniel,   E,. Dys, S , Buchmann,    M  ,  Malti   , T, (2014) Developmental relations between sympathy, moral emotion attributions, moral reasoning, and social justice values from childhood to early adolescenc, Journal of Adolescence 37  1201-1214
Gruioniu , O(2013)The philosophy for Children, an ideal tool to stimulate the ,
 thinking skills , Social and Behavioral Sciences 76   378 – 38
Gokalp,N  (2012) Philosophy education and human freedom, Social and Behavioral Sciences 47  477 – 47
Golding, c, (2011) , Educating Philosophically: The educational theory of Philosophy for Children   , Educational Philosophy and Theory,Vol. 43, No. 5,                            
  Gur ,Cagla   (2011),  Philosophy in the early years, Social and Behavioral Sciences,  12,   501–511.  
Juuso,H(2007) ,child philosophy and education ,discussing the intellectual sources of philosophy for children , oulu  university press
Jones ,h  (2015) Teaching Thinking – Philosophical Enquiry in the Classroom, , Thinking Skills and Creativity 16  9–10
Lipman, M. (2003). Thinking in education (2nd edition). Cambridge & New York: Cambridge University Press
Philip and Hannah Hoose(2015), Hey, Little Ant  : Tricycle Press
Sprod , T (2004)Philosophical discussion in moral education: the community of ethical inquiry/. published in the USA and Canada  , by Routledge
Kuldas  ,  S  , Nizam Ismail ,  H , Hashim  ,S   ,  ( 2013 )  How thinking works: The challenge of teaching how to think,   Social and Behavioral Sciences, 97 368 – 376
Research in Islamic Education Issues
Volume 27, Issue 43 - Serial Number 43
October 2019
Pages 113-143

Files

History

  • Receive Date: 25 August 2017
  • Revise Date: 18 March 2019
  • Accept Date: 27 April 2019
  • Publish Date: 23 August 2019

Share

How to cite

Statistics