《小学中的哲学：思维及读写能力的培养（英文）》.pdf

Philosophy in Primary Schools: fostering thinking skills and literacy Fisher R. (2001) Philosophy in Primary Schools: fostering thinking skills and literacy, Reading, July 2001, pp67-73 Robert Fisher, Brunel University South China Normal University (39) - 2016/1/30 Download Abstract We read for many reasons and this paper focuses on one of those – reading for thinking. It reports on the Philosophy in Primary Schools project and argues that one of the best ways teachers can add value to their work in literacy is by incorporating philosophical discussion with children through an approach called Stories for Thinking. It outlines what ‘philosophy for children’ is and how it can be used for developing the thinking skills that underpin lit- eracy and higher order reading skills. It argues that a Stories for Thinking approach can enrich thinking and learning in the Literacy Hour, and uses evidence from teachers and children to illustrate the effects of the programme on classroom practice and on raising levels of pupil achievement. If one learns from others but does not think, one will be bewildered. If, on the other hand, one thinks but does not learn from others, one will be in peril. Confucian Analects 11.15 In philosophy sometimes you learn what you already know Child aged 6 A class of ten year olds have spent time discussing a challenging question: ‘What is think- ing?’ The question is one they have raised themselves and chosen to discuss after shared reading of a ‘story for thinking’. The lesson is a literacy hour with a difference, for it has been given over to ‘philosophy for children’, an approach aimed at developing not