Philosophy for Children

Proceedings of the Xxii World Congress of Philosophy 27:71-79 (2008)
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Philosophy for Children: In the Historical Perspective of the Progressive Nature of Human Consciousness. This paper will examine the importance of the Critical Thinking Movement and the Philosophy for Children Programme in a larger, more inclusive, and innovative perspective. The paper will explain why the CriticalThinking Movement appeared in our time and then offer a new interpretation of the importance of the Philosophy for Children Program – with both seen in a novel historical perspective as well as in the context of the progressive nature of human consciousness. At this point, it is essential to stress the novel importance andindispensable role of Critical Thinking Programmes in light of the larger historical perspective afforded by both the Graves and McIntosh models of human progressive consciousness. Although all Critical Thinking Programmes play a crucial role in this process, the Philosophy for Children Programme (P4C) will be especially crucial and influential in this endeavour of lifting human consciousness and awareness. First of all, P4C Programme operates with Matthew Lipman’s three dimensional model of thinking, namely with three equal and balanced components of Critical, Creative, and Caring dimensions and not simply a linear, one dimensional focus and concentration on rational and logical reasoning. Humanity is destined and already advancing to the higher levels of Post-Modernist, Integral, and Post-Integral Consciousness. These more advanced levels require full competence in Critical Thinking or the adequate and skillful full employment of logical and rational reasoning but they demand, in addition, increased competence in Caring and Creative Thinking.



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