Critical thinking the challenge of philosophical training today. A contribution from the virtual philosophical observatory
Keywords:
Philosophy for children, Philosophy didactics, Community of inquiry, Critical thinking.Abstract
All educational processes must begin in childhood, highlighting the importance of including philosophy in the curriculum from early childhood. Research plays a key role in shedding light on the training of teachers who adopt not only methodologies such as the community of inquiry from the Philosophy for Children (FpN) program proposed by Lipman (1969), but also explore hybrid approaches. These alternatives aim to spark thought and reflection within pedagogical practice, contributing to an educational project focused on teaching how to think, feel, and live in a rigorous, critical, creative, caring, and supportive way (Miranda Alonso, 1995, cited by Espinosa, 2007).
Therefore, it is essential to seek alternatives that consolidate educational projects rooted in the realities of both children and teachers. In this way, philosophy becomes a didactic, reflective, and transformative tool that fosters critical thinking and transformative action in children, who naturally possess wonder and curiosity.
This article emerges within the framework of research projects supported by the Amautas Group, the GIISCH Group, and the Virtual Philosophical Observatory. It builds on the belief expressed by Lipman & Sharp (1990) that FpN offers a meaningful path for reflective and communicative dialogue—both through the topics it addresses and its methodology. This dialogue promotes a deeper, more autonomous, critical, and creative understanding of personal and shared experiences, contributing to the development of both the individual and the collective within society.
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Copyright (c) 2020 Paula Andrea Mora Pedreros and Dénix Alberto Rodríguez Torres and Manuel José Santiago Pajajoy
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