By Chi-Ming Lam
Lam, Chi-Ming - Childhood, Philosophy and Open Society. Implications for schooling in Confucian history Cultures (Education within the Asia-Pacific zone: matters, matters and customers, Vol. 22). 2013, XIII, 185 p. 1 illus. ISBN: 978-981-4451-05-5 (Print) 978-981-4451-06-2 (Online)
The first try and explicate how Lipman’s Philosophy for kids programme is helping to accomplish Popper’s academic excellent of fostering severe pondering in youngsters for complete participation in an open society
In constructing a Popperian idea and perform of schooling, not just explores Popper’s epistemological, political, and pedagogical issues, but additionally considers the similar sociological implications
Reports the 1st systematic research into the effectiveness of Lipman’s Philosophy for kids programme on selling children’s severe pondering in Hong Kong, China – arguably a Confucian history society
The function of this publication is to strengthen a idea and perform of schooling from Karl Popper’s falsificationist philosophy for selling an open society. in particular, the booklet is designed to improve an instructional programme for attaining Popper’s excellent of fostering severe considering in childrens for complete participation in an open democratic society.
Arguing that Matthew Lipman’s Philosophy for kids (P4C) programme can fulfil the necessities of Popper’s academic perfect in faculties, this learn carried out an scan to evaluate the effectiveness of the programme in selling students’ serious pondering in Hong Kong, China – arguably a Confucian history society. the scholars who have been taught P4C have been came across to accomplish larger within the reasoning attempt than those that weren't, to have the capacity to discussing philosophical difficulties in a reliable manner, and to have a truly optimistic angle in the direction of doing philosophy within the lecture room. It was once additionally came across that P4C performed an incredible function in constructing the students’ severe thinking.
Considering that the development of youngsters via adults as incompetent within the experience of missing cause, adulthood, or independence reinforces the normal constitution of grownup authority over childrens in society, it runs counter to the objective of fostering severe pondering in young ones. with the intention to go back justice to formative years and to successfully advertise severe considering in teenagers, this learn steered reconstructing the idea that of formative years, highlighting the significance of building a coherent public coverage on advertising of service provider in young children and likewise the significance of empowering them to take part actively in examine, felony, and academic institutions.
Keywords: little ones organisation in Hong Kong - Confucian history cultures - Karl Popper - Matthew Lipman - Philosophy for kids - Popperian conception schooling - children's serious considering - idea of early life - academic programme severe considering - selling open society
Table of contents
Front topic. Pages i-xiii
Introduction. Pages 1-6
Theoretical and functional Justifications for Popper’s Non-justificationism. Pages 7-39
Education for Open Society as a tutorial excellent. Pages 41-65
An Empirical learn of the Effectiveness of Lipman’s Philosophy for kids Programme on selling Children’s serious pondering in Hong Kong, China. Pages 67-120
Reconceptualisation of adolescence for selling Justice in an Open Society. Pages 121-169
Conclusions. Pages 171-178
Back subject. Pages 179-185
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Extra resources for Childhood, Philosophy and Open Society. Implications for Education in Confucian Heritage Cultures
As B is not a consequence of A, the paradox is defeated. In fact, the result does not change even if the word “positions” is replaced by the word “statements” in A. e. rationally accept) is on its own criticizable. Therefore, if A is changed to “All statements are open to criticism” while B remains unchanged, then A has to be rejected as a false and rationally unacceptable statement. In other words, B is not a consequence of A, which defeats the paradox similarly. 4 Apart from Russell’s and Tarski’s approaches to such semantical paradox, various strategies, like Kripke’s concept of grounding, Van Fraassen’s device of supervaluations, and Gupta’s theory of revision rule, have been developed in recent decades to resolve it (Martin, 1984).
G. g. “long” is not a long word, “Chinese” is not a Chinese word). It arises when we consider whether the word “heterological” is heterological: on one hand, if “heterological” is a heterological word, then it is clearly autological (by definition), yet heterological (by assumption); on the other hand, if “heterological” is not a heterological word, then it is clearly heterological (by definition), yet autological (by assumption). In either case, a contradiction results. 20 2 Theoretical and Practical Justifications for Popper’s Non-justificationism rigorously logical argument: using logic, and presupposing logic, we reach illogic (Bartley, 1980).
And Bartley concedes that deducibility presupposes a minimal logic which he believes to be the law of non-contradiction (one of the three laws of thought, which states that a proposition cannot be both true and not true), for if contradictions were allowed, falsity could not be retransmitted and criticism in the intended sense would be impossible. Echoing Bartley’s defence that a minimal logic is presupposed in the argument or revision situation, Baghramian (2004) asserts that several core rules of logic – including the law of non-contradiction – are “preconditions of intelligibility of thought; they are minimum requirements for any coherent language-use” (p.