Abstract

The main purpose of this qualitative study is to visualize the philosophy program for children (p4c) in Iranian primary education (policy, strategies and practice). The secondary purpose is to examine the informational and practical experiences, perceptions and feelings of specialists and elementary teachers of the representation and possibility of implementing a philosophy program for children in primary education in Iran. The method of qualitative research is phenomenography. Data were collected over two weeks through one-on-one interviews with 8 experts and 13 teachers involved in the FBQ program. Findings in three three-level descriptive categories; Policy-making, strategies, and implementation constitute the outcome space. Most of the interviewees considered these three levels necessary in the implementation of the FBQ program. As a result, this study suggests that phenomenography can be used as an evaluation tool to identify policies, strategies, and practices and to describe their structural aspects, which may serve as the executive framework of the FBQ program from marginal to thematic core and its sensitivity. Move that has never been thought of before. As a result, identifying the above challenges at three descriptive levels in finding solutions and solving obstacles and problems, will facilitate the implementation process and help achieve the goals of the FBQ program in primary education.