| 冷 璐.夏威夷儿童哲学的实践模式[J].陕西学前师范学院学报,2018,34(10):29-34 |
| 夏威夷儿童哲学的实践模式 |
| The Practice and Application of the Philosophy for Children Hawaii |
| 投稿时间：2018-05-29 修订日期：2018-08-30 |
| DOI：10.11995/j.issn.2095-770X.2018.10.006 |
| 中文关键词: 夏威夷儿童哲学 儿童哲学实践 团体探究 思考力 |
| 英文关键词: philosophy for children Hawaii P4C practice community of inquiry thinking |
| 基金项目:教育部人文社科一般项目（18YJC880035）；广东省高等教育教学研究和改革项目（55611014）；广东省普通高校青年创新人才类项目（2017WQNCX006）。 |
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| 中文摘要: |
| 夏威夷儿童哲学（philosophy for children Hawaii），简称为p4cHI，由托马斯杰克逊博士于1984年发起。经过34年的发展，其教学理念和实践模式日趋成熟。杰克逊p4cHI区别于李普曼P4C的两大主要特色是：小p哲学与智力情感安全地的概念。本文总结了夏威夷儿童哲学的显著特性：温和的苏格拉底式探究、使用团体球、不急于到达任何地方以及香草冰激凌式探究规则。夏威夷儿童哲学的实践步骤主要包括：建立探究团体，用香草冰激凌方式选择问题，使用优秀思想家的工具探究问题，评估团体探究的质量 |
| 英文摘要: |
| Philosophy for Children Hawaii, abbreviated as p4cHI, is initiated by Dr. Thomas Jackson in 1984. After 34 years its teaching philosophy and practice have fully developed and well receivedaround the world. This article points out two important features of Jackson’s p4cHI that distinguishes it from Lipman’s P4C: the concepts of little p philosophy and big P philosophy: both involve content & activity, and the idea of intellectual safety. The study summarizes the salient features of p4cHI: the gently Socratic inquiry; the use of community ball; not being in a rush; and the Plain Vanilla inquiry. The basic procedures for practicing p4cHI mainly include: establishing an intellectually and emotionally safe community of inquiry; selecting topics via Plain Vanilla activity; using Good Thinker’s Toolkit to explore questions; and assessing the quality of community of inquiry. |
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