Integrating Philosophy with Children into the Social Studies Courses

Öz

Philosophy with children aims to teach children to think for themselves and make informed choices. The objective here is to develop children's reasoning skills by enabling them to reflect on thinking while discussing concepts that are important to them. This study examines the act of philosophical thinking, the importance of children doing philosophy, and the implementation of philosophy in schools, especially its integration into the Social Studies course. This study also explains the benefits of philosophy with children for students and teachers and the facilitating effect of these benefits on the realisation of the objectives of the Social Studies course through sample applications. While some case studies were discussed with the students and sections of philosophical questioning were presented, a few of them were merely given as case studies. Thus, we believe that integrating children and philosophy with the Social Studies course will be effective in terms of the learning outcomes that students need.

Anahtar Kelimeler

• Social studies
• philosophy with children
• integration

Kaynakça

1. Bartneck, C., Lütge, C., Wagner, A., Welsh, S. (2021). What Is Ethics?. In: An introduction to ethics in robotics and AI. SpringerBriefs in Ethics. Springer, Cham. https://doi.org/10.1007/978-3-030-51110-4_3.
2. Başara, F. (2008). Felsefî danışmanlık yaklaşımının, rehberlik ve psikolojik danışmanlık anlayışlarının genel mantığı ile birleştirilip birleştirilemeyeceği sorunu [Yüksek Lisans Tezi]. Uludağ Üniversitesi.
3. Canatan, K. (2020). Toplum felsefesi. Beyan Yayınları.
4. Caughlan, S., Juzwik, M. M., Borsheim-Black, C., Kelly, S., & Fine, J. G. (2013). English teacher candidates developing dialogically organized instructional practices. Research in the Teaching of English, 47(3), 212–246.
5. Collins, C. (2005). Education for a just democracy: The role of ethical inquiry [PhD thesis], University of South Australia, Adelaide.
6. Çotuksöken, B. (2013). Felsefe: Özne-söylem. Notos Kitap Yayınevi.
7. Daniel, M. F., & Auriac, E. (2011). Philosophy, Critical Thinking and Philosophy for Children, Educational Philosophy and Theory, 4385), 415-435.
8. Dinçer, K. (2012). Kısaca Felsefe. Ankara: Pharmakon Yayınları.

9. Edgar, D. W., Faulkner, P., Franklin, E., Knobloch, N. A., & Morgan, A. C. (2008). Creative thinking: Opening up a world of thought. Techniques: Connecting Education & Careers, 83(4), 46–49.
10. García-Moriyón, F., Rebollo, I., & Colom, R. (2005). Evaluating philosophy for children: A meta-analysis. Thinking, 17(4), 14–22.Gilbert, R. (Ed.). (1996). Studying society and environment: A handbook for teachers. Macmillan Education.
11. Garside, Darren. (2013). Philosophy for Children. In Vickery, Anitra (ed) Developing Active Learning in the Primary Classroom. Sage Publications.
12. Gertler, Br. (2021). "Self-Knowledge", The Stanford Encyclopedia of Philosophy (Winter 2021 Edition), Edward N. Zalta (ed.), URL = .
13. Goering, S., & Whittaker, D. (2007). Integrating philosophy for children and young adults into the public schools: Tales from Long Beach, California. Theory and Research in Education, 5(3), 341–355.
14. Gruioniu, O. (2013). The philosophy for Children, an ideal tool to stimulate the thinking skills. Procedia - Social and Behavioral Sciences 76 (2013) 378 – 382.
15. Gülenç, K. (2006). “Polemikçi bir gelenek olarak felsefe”, B. Çotuksöken ve S. İyi (Ed.) İçinde, Kimin için felsefe (pp.59-75). Heyamola Yayınları.
16. Gündoğdu, H. (2009). Eleştirel düşünme ve eleştirel düşünme öğretimine dair bazı yanılgılar. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 7(1), 57-74.
17. Hand, M., & Winstanley, C. (2008). Introduction. In M. Hand & C. Winstanley (Eds.), Philosophy in schools (pp. x–xviii). London: Continuum.
18. Hawe, Eleanor M., Browne, I., Siteine, A. & Tuck, B. (2010). Beliefs of experienced and student teachers about the nature and purpose of social studies education in New Zealand elementary schools, Asia Pacific Journal of Education, 30(3), 289-304.
19. Haynes, J. (2008). Children as philosophers: Learning through enquiry and dialogue in the primary classroom (2nd ed.). London: Routledge. Institute for the Advancement of Philosophy for Children. (1987).
20. Hill, B.V. (1994). Teaching secondary social studies in a multicultural society. Longman Cheshire.
21. İçen, M. (2022). The future of education utilizing artificial intelligence in Turkey. Humanities and Social Sciences Communications, 9(1), 1-10.
22. İyi, S. (2018). “Felsefe ve D-düşünmek”. A. Tunçel, Z. Kutlusoy ve G. Önkal (Yay. Haz.) İçinde, Felsefeye giriş yolları- Betül Çotuksöken‘e armağan (ss.243-248). Papatya Yayıncılık Eğitim.
23. İyi, S. (2003). “İnsan olma bilinci kişi olma sorumluluğu”. Kaygı. Uludağ Üniversitesi Felsefe Dergisi, 2 (ss.21-26). http://felsefet.home.uludag. edu.tr/kaygi/dergi002/1-3.pdf/
24. Lam, C. M. (2013). Childhood, philosophy and open society: Implications for education in Confucian heritage cultures. Springer.
25. Lam, Chi-Ming. (2019). Integrating philosophy into English curriculum: The development of thinking and language competence, The Journal of Educational Research, 112,6.
26. Lipman, M., & Gazzard, A. (1988). Philosophy for Children: Where are we now? Thinking: The Journal of Philosophy for Thinking, 7(4), Supplement 1, 1–12.
27. Lyle, A. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22(3), 222–240.
28. Mak, B. (2010). The professional development needs of Hong Kong ESL teachers. Asia Pacific Education Review, 11(3), 397–410.
29. Marsh, C. (Ed.). (1987). Teaching social studies. Maryborough. Prentice-Hall.
30. Mathews, F. (2014). Philosophy of the environment . In: Oppy, G., Trakakis, N. (eds) History of Philosophy in Australia and New Zealand. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6958-8_22
31. McCall, Catherine C. (2017). Düşünmeyi dönüştürmek ilk ve orta sınıflarda philosophical questioning. Nobel Akademik Yayıncılık
32. MEB, (2018). Sosyal bilgiler öğretim programi. Ankara.
33. Milligan, A., & Beals, F. (2004). Inserting the question marks: The impact of postmodernism on teaching and learning in social studies. The New Zealand Journal of Social Studies, 12(1), 16–23.
34. Ndofirepi, A. P. (2012) Quality education in Africa: Introducing philosophy for children to promote open-mindedness, Africa Education Review, 9:sup1, S26-S40, DOI:10.1080/18146627.2012.755242
35. Reznitskaya, A. (2012). Dialogic teaching: Rethinking language use during literature discussions. The Reading Teacher, 65(7), 446–456.
36. Social philosophy. Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/social%20philosophy
37. Topping, K. J., & Trickey, S. (2007). Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years. British Journal of Educational Psychology, 77(2), 271–288.
38. Trickey, S., & Topping, K. J. (2004). ‘Philosophy for children’: A systematic review. Research Papers in Education, 19(3), 365–380.
39. Tuncel, G. (2021). Çocuklarla felsefe eğitiminde case studydan hareket etmek. İçinde, Yücel Kabapınar (Ed). Kuramdan uygulamaya case study yaşamı sınıfa taşımak. Pegem Akademi.
40. Uludağ, K. (1993). Felsefe sanat sanat felsefesi. Anadolu Sanat. 1, 177-182.
41. United Nations Educational, Scientific and Cultural Organization. (2009). Teaching philosophy in Asia and the Pacific. Paris.
42. Uygur, N. (2013). Felsefenin çağrısı. Yapı Kredi Yayınları.
43. Waring, H. Z. (2014). Managing control and connection in an adult ESL classroom. Research in the Teaching of English, 49(1), 52–74.
44. Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating democracy. American Educational Research Journal, 41(2), 237–269.