Abstract

Filozofija za djecu veoma je uspješan program poučavanja filozofije, čija metoda se sve više upotrebljava i u drugim područjima, posebno u poučavanju kritičkog mišljenja, moralnog odgoja i građanskog odgoja. Autor pokušava pokazati da učinkovitost metode ne proizlazi samo iz premještanja težišta s učitelja na učenika, i s učenika na zajednicu, nego zasluge za široki spektar učinaka ovog programa treba prije svega pripisati posebnoj ulozi učitelja u zajednici istraživanja, koja omogućuje uspostavljanje procesa u kojem i samo znanje dobiva status bitnoga popratnog rezultata.Philosophy for children is a highly successful programme of teaching philosophy, the method of which is also used in other fields, particularly in teaching critical thinking, and moral and civil education. The author attempts to show that the effectiveness of the method does not issue from transferring the focus from the teacher to the student and from the student to the community alone; rather, the merits of the wide array of the advantages of this programme should primarily be ascribed to the special role of the teacher in the research community, which facilitates the establishment of a process in which knowledge itself gains the status of an important by-product