Teaching Philosophy in Childhood

Abstract

Teaching philosophy plays an important and decisive role in preparing the critical and creative child model, due to its characteristics of reflection, abstraction, dialectic, criticism, reasoning, analysis and synthesis. However, the possibility of teaching and transferring these characteristics and advantages is neither intuitive nor easy from a pedagogical point of view, if we know that the childhood stage at its various levels (early, middle and late childhood) is characterized by many developmental characteristics that are not compatible with the curricula of philosophy.

In addition to the negative impact of authoritarian educational and educational practices, and the mythical and superstitious thinking prevalent in Arabic society. However, despite all these difficulties and objective obstacles, the possibility of teaching philosophy through proposing appropriate methods, contents and pedagogical curricula based on the previous and pioneering international educational experiences in this field that has been established On psychological and educational justifications produced by scientific studies and research, the main objective of which was to develop the thinking of the child.