Jurnal UMP Social Sciences and Technology Management Vol. 3, Issue.

3,2015

Investigating the Challenges of program p4c (Philosophy

for Children) in teaching science in Iran
Mehri Eezazi,
Faculty member Farhangian university.Member of nikan
Bahram Alishiri Talaghani
Assistant Professor Islamic Azad University of Tehran South Branch

Abstract
Today, program of teaching philosophy to children (p4c) has a special place in schools of
different countries. In this paper, we will be able to identify and diagnosis the shortcomings
and challenges in the implementation of this program by comparing the results and
achievements of the p4c researchers. Also, it was allocated to the leading challenges of the
program on secondary-school students of science class. The results of studies on the
evaluation of the existing challenges in implementing p4c, contains:1- train of experienced
trainers 2- Translation, Authoring and writing the book in Persian and it is a major challenge
according to the traditional and cultural context of our country for using learners and on the
other hand preparing papers and educational booklets for promoting a systematic program
for trainers and... guidelines for the quality of programs p4c in Iran include: Change the
current role of teacher, preparing the parents and submit assignments for them, wide
advertisement and information at the society, promote cooperation and partnership skills in
classrooms in everyday life, The need to publish books of fiction with philosophical and
scientific-philosophical approach, the P4C program based on the presuppositions of the
Islamic community, ethnic and local customs, Persian language and literature. This paper
can create a space and platform for dissemination of philosophical thought from the
viewpoint of the authors according to the providing of the comprehensive scientific map of
country and document of the strategic development of education- which was prepared,
developed and approved by the Supreme Council of the Cultural Revolution in 90 and
establishes the orientation and policy of the curriculum.
Key Words: The quality, Philosophy, Child

Introduction
In recent decades in the world, many researchers have been addressed to philosophy and teaching the
philosophy, as a way to foster thinking (1-5). In America philosophy program is known with the name of
Matyolipman (The professor of Muntakli Stit University) for children. He believes that what children learn
at schools (maintaining the content) is a cheap and low value Intellectual skills and should teach to
children conceptualization, judgment, clean things together, reasoning... In the mixing together of three
factors - education, philosophy and childish thinking - by the view of Lipman, the program of philosophy
for children will be created (1). Flip believes that basically philosophy for Children program based on the
principle that children will be able to enquiry, they think for themselves and think in their lives. And they
believe that the method of teaching philosophy can begin from the elementary years of school it means
when they start to learn the reason of their thinking and senses (6). So in Australia, teaching philosophy to
children starts in elementary years of school. By this way, the guidance of this teaching believes that
children learn to value their learning and respect to thoughts and opinions of themselves. Greg Smit
operates in this area in Australia. He used many stories out of the scope of Lipman's books and has divided
the discussed topics in his stories into four groups: 1. ownership, 2. rights and responsibilities, 3. intelligence
/ knowledge / wisdom and 4.identity. Smit did this plan with the cooperation of teachers at three schools.
The level of classes was seventh and ninth. Smit reported that the ethical and humane ideas is from the core
issues in this age group. He grows the skills such as the identification, classification, definition, description,
application, implementation, and judgment (6). As the results of researches show in Iran and other

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countries; This program can help as an effective instrument in the training and improving the social
behavior, self-esteem, tolerance of criticism and criticism by others, control of aggression and aggressive
behavior, and in general how logical thinking and reasoning in children_ of coarse along with other
interfering factors like performance, efficiency and control of the program trainers (7,4).In this paper our
aim is, investigating the researches results p4c in Iran according to the importance and necessity of p4c
program and according to the Matyo Lipman's vote and his colleges which edited the first philosophy
program for child in the university of Mont Klir state to identify the leading challenges of this program, and
investigate them by Mashhad girly Tarbyiat Moalem teachers in science lesson.
Data collection
Start programs for children and studied philosophy in teaching philosophy to children in Iran is short. Safai
is pioneering the introduction of this program in the academic community and research areas by the
publication of the article "The teaching philosophy to children" in 1998 (8). Other studies on the
implementation of the program of philosophy for children in Iran, Ghaedi's study titled "Review of
principles, ideas, methods of teaching philosophy to children" is the first challenge to the program's
researcher; The two words, education philosophy for child together, are a mind surprises for listener or
reader. The world of deep and heavy thoughts of philosophers how collects with the world of simple and
honest child? How children can philosophize, while many adults could not afford this kind of thinking?
Although after nearly five decades of the life of this program in the world, still remains a surprise to some
people and they may not know the philosophizing children and teaching philosophy to children. Ghaedi
has analyzed this challenge philosophically and the results of which could cause demystification from 'think
"philosophy for children". However , these will be analyzed by the lack of consideration in philosophy
foundation of this program and training philosophy in our society and also critic and investigation of this
program according to the vote of Islamic philosophers(9).The results of another study have shown that the
pattern of Lipman's selection of field-oriented position, has a slight generalization capabilities. Lipman's
emphasis on approach rejects relativism and objectivity would assume that his model has serious
limitations. In order to eliminate these shortcomings and challenges has been suggested that objectivity
approach is used in critical thinking approach as a theoretical framework and pay attention to the
experience and creating preparedness for children during teaching critical thinking (9). In these studies has
not been attempted to compare and evaluate the philosophical foundations p4c program with educational
philosophy and Islamic principles in Iran. On the other hand there is no affording to promote local cultural
and religious and cultural peculiarities of the program.Investigating of the results has shown that
philosophy for child can effect on the contact skills of students' interpersonal and self-esteem.However, in
another study, observed that at the same time strengthening children's thinking and logical reasoning
through social dialogue, aggression can be controlled reversible. Many results has shown the positive effect
of this program on the control of aggressive behaviors in children. (9-16).We must pay attention to the
nurture and strengthen of the critical behavior of children with cognitive and emotional aspects of learning
simultaneously and don't know critical thinking as a training category, but assume as an approach of
process - knowledge that it's main aim is growing critical spirit. Lipman in addition to critical and creative
thinking which other philosophers has discussed, also he has discussed emotional thinking. In his idea to
be able to get something we should be interested in it. Emotional excitement, drive to provide emotional
thinking. The emotional excitement is in the midst of emotional thinking. Visible behaviors in related to
emotional thinking including: A wide range of emotions, intense loyalties, love strong, high-responsibility,
self-assessment based on conscience and constantly. Some scholars believe that the p4c, using fiction,
because it functions simmering characteristics - including the simple understanding, acceptability of the
children having fun and enjoyment for the audience is the best way to communicate with children(6,17).
Generalized use of literature not only attracts attention of child's desire to participate in this program, but
also they are not enough instruments for reaching to better results. Some efforts are going to be done for
this idea. One of the efforts which is reported, is art using in order to implement the program p4c.
According to the researches ideas, art can do as the substitute of literature and be effective in creating and
improving thought of children by using different instruments and ways. So we can know art as an
instrument of facilitator for getting thought; But the way of facilitation in art is a basic challenge that

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should have an answer to it. So we can conclude and researches (18) emphasize it that extras with children,
along with their philosophizing is inevitable; which can benefit of art in deepen thinking of children. In
other report, it was investigating the interactive teaching and its impact on the implementation of the
program p4c (19). In this report interactive lessons, mainly based on constructivism approach or attitude of
being created and can be used in line with the program of teaching philosophy to children. In other words,
by using active methods in Constructivism and exploratory learning which is emphasized on it and can
reach to children's training aims through games with educational tools and devices, interactive educational
objectives of the program of teaching philosophy to children.
Training the teaching methods based on philosophy for children
In our idea, the role of active training is very important in philosophy program for child, so that teaching
methods based on this method has a significant impact on the implementation of the program and the
platform created by the teaching methods can be used to teach children philosophical thinking. From
inclusive education and guide principles and encourage the learners to think and dialogue on student
teachers who educated in the fields of science education in Pardis of Shahid Hasheminejad; they were
involved with the program's philosophical thinking. Utilization of active training is an important and
valuable instrument for advancing this program in higher levels and specially science education. Active
learning can be performed through dialogue and discursive thinking or exploration (with an argument or
debate with others) receive and conclusions through experience (such as observing, doing activities and
testing). Talk with your deductive method, learner think about a subject. The learner guide through
thinking, conclusions and directed the production of knowledge and creating understanding. In dialogue
method with others, the teacher can provide the possibility of a comprehensive dialogue and
communication and people outside school including experts by using discussing and participatory learning
techniques in small groups. This dialogue can be in person or by new technologies, such as e-mail, Internet
audio and video communications. According to the authors, when training is based on experience and not
be limited to textbook; It can be claimed through the use of active learning in teaching science to students
from elementary school can steer them into philosophical thinking. For example, using the viewing
experience, inclusive, may be investigate another student activities, such as viewing method by using a
laboratory device; Investigating the style and criticism of the story or argument of a student and
observation of natural phenomena, criticizes and tries to explore the reasoning thinking about
them.Another way by which it can be used to create philosophical thought; Experimental activities through
field trips and observed that such testing methods, students study directly about a problem with data
collection through questionnaires, interviews, sampling and direct measurement deal the hypothesis and
test the validity of scientific hypotheses and the accuracy of experimental evaluation. It is clear that in the
course of active learning, learner interacts with the subject, rather than the getting direct messages,
discovering the truth and participate in creating concepts recreating them. And thus can be
institutionalized philosophical thinking in students .In this research, science student teachers during a
meeting are familiar with the schedule and aim of the program philosophical thinking in children. The
atomic structure of the third year book science curriculum was chosen. And a set of lessons based on the
use of teaching methods with an emphasis on exploration and analysis methods, it was allocated to the
evolution of nuclear structure theory that first proposed by the philosophers till the mechanic quantum
theory of our time to prepare the students in this area. In this way we have tried to provide specific reasons
learners with appropriate questions from atomic structure by Dumokritos or by Arastu to express or
criticize. With other empirical evidence, plan the deficiencies and shortcomings and also researchers make
hypotheses and make some questions for accepting or proving their hypotheses and answer to the
questions. Performance of this program encourage us to use this method the and continuation of it; But the
lesson plan and design the appropriate questions that you must answer just may not have one answer to
provide all students the opportunity to a conversation. In this area, its implementation is not easy and time-
consuming parts of the program was challenging. Preparation and characterization of misunderstanding in
students the issues that should be in this area, we will pay attention to them.Sometimes learning in the field
of science education in primary schools through educational games can be very useful in an environment
for recreation and fun. In implementing this program, we try to encourage children to be thinking and
thinking. By this way the learner will be forced to think and express his idea freely. In our view, using an
exploratory method and analysis of materials of science, logical thinking replace to the superficial and rote

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thinking. The realization of this importance action by the participation of the learner in the process of fact-
finding and achieving him to organized projects that give meaning to the building, is possible The
construction of meaning, facilitate learning, increased portability of transferring the subject to the learner's
mind..
Conclusion
guidelines for the quality of programs p4c in Iran include: Change the current role of teacher, preparing the
parents and submit assignments for them, wide advertisement and information at the society, promote
cooperation and partnership skills in classrooms in everyday life, The need to publish books of fiction with
philosophical and scientific-philosophical approach, the P4C program based on the presuppositions of the
Islamic community, ethnic and local customs, Persian language and literature This paper can create a space
and platform for dissemination of philosophical thought from the viewpoint of the authors according to
the providing of the comprehensive scientific map of country and document of the strategic development of
education- which was prepared, developed and approved by the Supreme Council of the Cultural
Revolution in 90 and establishes the orientation and policy of the curriculum.In the study by student
teachers in teacher training in science class model nuclear issue through exploratory learning and provide
the necessary assumptions, that encourages learner to gain the thinking and principles to understand the
phenomenon or solving a problem about structure of an atom and Illustration of the abstract concept of the
atom in mind. So, instead of presenting knowledge to the learner, participation and abet her with more
intellectual effort, she will be encouraged to argue the issue and problem solving .According to Lipman, the
topic of discussion in teaching philosophy to children taken from the same concepts which philosophers
involved with. As the debate about the nature of law, truth, goodness, justice, death, friendship, beauty,
etc., But in our view training in the area of science education, especially topics that are intellectual and
concrete structures, such as providing useful models and atomic theory and philosophy towards education
and thought.So reaching to the answer and result is not the basic aim, it means what important is, not solve
the problem, the main purpose is organizing knowledge and access to the hypotheses about the problem
and designing the routes of test.
Constraints in the implementation of P4C
Our research achievements in the field of study of the challenges involved in implementing p4c include:
 Training of experienced trainers who are interested to teach philosophy for child and explain the trainers involved
in the program for the benefits of the plan, having enough time, knowledge, and ability to communicate and have a
good emotional intelligence trainers, including in the field.
 Translation, Authoring and writing the book in Persian and it is a major challenge according to the traditional and
cultural context of our country for using learners and on the other hand preparing papers and educational booklets
for promoting a systematic program for trainers
 3.Other leading challenges for successful implementation of the program on the use of appropriate hardware and
software, as well as most of the content of textbooks of different levels of education can be noted in this context
(which in many cases, students are the sole source of research).
 The physical space is necessary and appropriate in the classrooms of schools, which must be taken into
consideration.
 Preparation, attention and support of parents and officials from working progress and implementation,
coordination and align themselves with their host p4c to work hard to reduce demand and increase efficiency.
 Lack of equal rights and responsibilities of students against teachers. The belief that the use of critical thinking may
lead to a set of degradation of the existing constraints, are the significant cases.

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