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Wpływ dociekań filozoficznych na rozwój intelektualny dzieci. Analiza wyników badań

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Walczak P.
Kultura i Edukacja
|
2017
|
issue 3(117)
128-142
EN
Towards the end of the seventies of the twentieth century American philosopher Matthew Lipman and his colleagues developed a method of philosophical inquiry with children and the youth, which, according to the author, allowed to supply inefficient system of education in the areas of supporting intellectual and social development of children. The Philosophy for Children scheme was aimed to develop critical thinking skills, reasoning, argumentation and dialogue. The idea of philosophizing with children in school has become an inspiration for many educational experiments carried out in various parts of the world. An important part of these experiments is the scheme’s evaluation, the aim of which is to investigate the effectiveness of the method and its impact on intellectual, emotional and social development of children. The article analyzes the 4 selected European researches, concerning the measurement of the impact of philosophical investigations on the development of children cognitive competence. It presents the basic methodological assumptions, the course of study and the results and conclusions of experiments. All of these experiments demonstrate the positive impact of methods to support the intellectual development of children. Despite this, the method is still seen only as an educational experiment and there is not wider application in education. From the analysis of research reports one can conclude that there is a need for in-depth and systematic study of the method of philosophical inquiry in education, inclusion in the study area, not only the effect of the impact of the program on children’s competence but also on the competence of teachers and broadly understood culture of the school.
2
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Dziecko jako podmiot praw. Ku filozoficznym podstawom praw dziecka

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Walczak P.
Studia Paradyskie
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2021
|
issue 31
289-302
PL
Celem artykułu jest analiza jednego z ważniejszych współczesnych zagadnień filozoficznoprawnych, jakim jest problem określenia podstaw praw dziecka. Konsekwencją rozbieżności w interpretacji istoty praw dziecka są pojawiające się próby kwestionowania zasadności tworzenia tej kategorii praw, zwłaszcza w kontekście możliwych konfliktów praw dziecka z innymi rodzajami praw człowieka, a także wobec obaw, że akcentowanie praw dziecka może stanowić zagrożenie dla rodziny. Autor artykułu, odwołując się do podstawowych dokumentów międzynarodowej ochrony praw człowieka oraz praw dziecka, argumentuje na rzecz godnościowej interpretacji tych praw. Wychodząc od konstatacji, że prawa dziecka są prawami człowieka, na gruncie filozofii uzasadnia się, że źródłem praw jest fakt bycia człowiekiem oraz przypisana ludzkiemu sposobowi istnienia godność. Autor przywołuje myśl Janusza Korczaka, który już w okresie międzywojennym przedstawił koncepcję dziecka jako autonomicznej osoby, posiadającej swoje własne, odrębne od dorosłego naturalne prawa. Jednocześnie wskazał na dziecko jako podmiot, zarówno w rodzinie, społeczeństwie, jak i w państwie. Ta myśl legła u podstaw Konwencji o Prawach Dziecka.
EN
The aim of the article is to analyze one of the most important issues in the field of philosophy of law, which is the problem of determining the foundations of children's rights. The consequence of divergent interpretations of the essence of children's rights are attempts to undermine the legitimacy of creating this category of human rights, especially in the context of possible conflicts of children's rights with other types of hu man rights, as well as towards of apprehensions that emphasizing children's rights may pose a threat to family. The author of the article, referring to the basic documents of international protection of human and children's rights, argues in favor of interpretation of these rights referring to the concept of human dignity. Starting from the conclusion that children's rights are part of human rights on the basis of philosophy, it is justified that the source of rights is the fact of human being and the dignity attributed to the human existence. The author recalls the thought of Janusz Korczak, who already in the interwar period presented the concept of a child as an autonomous person, having his own natural rights, separate from an the adult one. At the same time, he pointed to the child as a person endowed with a right, both in the family, in society and in the state. This thought was at the heart of the Convention on the Rights of the Child.
3
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Filozofia wychowania jako filozofia

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Walczak P.
Filozofia Publiczna i Edukacja Demokratyczna
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2013
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vol. 2
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issue 1
186-198
EN
In the article the Author analyzes different ways of understanding and practicing the philosophy of education. This analysis leads to the conclusion that methodological status of philosophy of education is indefinite, and this is an important issue that should be considered. The Author proposes to distinguish the pedagogical philosophy of education from the philosophy of education as a philosophy in the strict sense. The purpose of pedagogical reflection is to improve the process of education. The goal of philosophy is to understand the nature and essence of education, therefore it is a purely theoretical purpose. The Author refers to the classical approach of philosophy being love of wisdom, according to which the philosophy is a disinterested contemplation of truth.
4
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Build What You Think. Philosophical Education Using the LEGO-LOGOS Method

100%
Walczak P.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2022
|
vol. 58
93-110
PL
Zabawa klockami kryje w sobie ogromny potencjał edukacyjny. W artykule analizuję możliwość wykorzystania elementów zabawy klockami Lego w edukacji filozoficznej. Opisuję projekt LEGO-LOGOS jako metodę prowadzenia warsztatów filozoficznych z użyciem klocków Lego. Projekt adaptuje naturalne środowisko zabawy dziecka (tu zabawy klockami Lego) do nauczania filozofii i filozofowania sensu stricto. W nauczaniu filozofii dużym problemem jest opór uczniów w formułowaniu i wypowiadaniu swoich myśli. Proponowana metoda pozwala na swobodną i twórczą ekspresję pomysłów, idei i interpretacji. Zostanie opisana struktura zajęć prowadzonych metodą LEGO-LOGOS, analiza założeń pedagogicznych i filozoficznych metody oraz możliwości jej zastosowania w edukacji i poza edukacją.
EN
LEGO bricks have an enormous educational potential. The article analyzes the possibility of using the bricks in teaching philosophy. As a case in point, it describes the LEGO-LOGOS project, a method where the bricks have been successfully used in opening students to philosophical ideas. The project makes use of play (in this case with the LEGO bricks) to introduce students to philosophy and philosophizing. It tackles one of the biggest obstacles in teaching this subject, that is the resistance of students to formulate and express their thoughts as the method allows for a free and creative expression of ideas and interpretations. The article describes the structure of the classes where the method is to be used and provides an analysis of educational and philosophical assumptions of LEGO-LOGOS also touching on the possibility of using the method as a tool in the school setting and beyond.
5
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Dziecko i filozofia. Spór o filozofowanie dzieci

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Walczak P.
Analiza i Egzystencja. Czasopismo Filozoficzne
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2017
|
vol. 38
5-19
EN
The answer to the question of child’s philosophizing requires the prior decisions on fundamental issues in areas such as metaphilosophy, epistemology, psychology and pedagogy. The position in the dispute over a child’s philosophy is usually the consequence of adopting a certain attitude towards issues related to understanding the nature of philosophy itself, what childhood is, how human cognitive competences develop, and what the education is and what it should be. Supporters of child’s philosophizing probably have different definition of the philosophy, they also have another vision of child’s cognitive development than philosophers who are skeptical towards philosophy practiced by children. In this paper I will attempt to order the arguments of supporters and skeptics of child’s philosophizing, stressing the importance of various authors’ positions on issues which are substantial for the problem of child’s philosophizing. A special role in this dispute plays criticism of Piaget’s theory of development of cognitive competences. According to critics of Piaget, he is focused on constructing a model of development and does not notice the phenomenon of child’s philosophizing. Children are in the wrong at any stage of development. But their mental constructions are essentially brilliant philosophical problematizing of the world.
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