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Cultivating Reasonableness Among Filipino Children

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Cultivating Reasonableness in Education

Abstract

Children’s innate ability to reason is often unrecognized by adults. This is something common in the traditional practice in the Philippine educational system. Following the ideas of the founders of Philosophy for Children, we wish to argue that exposing children to philosophical inquiry is necessary in helping them further develop reasonableness. There are various reasons why it has been difficult to convince educators to integrate P4wC in their teaching practice, however, if we continue to create programs to train the teachers then we can help them realize the value of listening to their students’ ideas. If we continue to expose children to the practice P4wC then we can help them develop reasonableness. We have organized an online community of inquiry for children ages 5–10. The online sessions lasted for four weeks per age group. During the sessions we noticed the progression of the children’s ideas and the development of the kind of questions they raised. In this paper, we will present how we organized the online COI sessions and our observations of the children’s dialogues. We also wish to present how these kinds of sessions can help in the improvement of children’s reasoning especially in cases where it is not effectively taught in schools.

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Cultivating Reasonableness among Children (https://www.istockphoto.com/vector/kids-talk-gm629074238-111842991, https://www.canstockphoto.com/right-of-choice-9902460.html).

A colleague asked me some time ago for one word to describe what I think philosophy offers to children. My answer: hope. [1, p. 128]

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Notes

  1. 1.

    There are various factors that contribute to this conundrum. One is how teachers are trained in early childhood education which makes most learning the result of teaching. Another would be how primary schools are compelled to follow a curriculum prescribed by the governing body in education. Traditional primary schools are insufficient in instruction because of its faithfulness to the curricular direction. No degree of curriculum design can encapsulate the fluidity of reasonableness that instead of providing a scaffolding for the development of thinking, it becomes a hindrance and becomes an instrument to stunt the multi-dimensional growth of thinking.

  2. 2.

    These notes and observations highlighted Lipman’s critical, creative, and caring thinking discussed in his work, Thinking in Education.

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Correspondence to Marella Ada V. Mancenido-Bolaños .

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Basa, V.A.K., Mancenido-Bolaños, M.A.V., Gapo, P.A.S., Miranda, R.E. (2023). Cultivating Reasonableness Among Filipino Children. In: Mancenido-Bolaños, M.A.V., Alvarez-Abarejo, C.J.P., Marquez, L.P. (eds) Cultivating Reasonableness in Education. Integrated Science, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-99-4198-8_16

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  • DOI: https://doi.org/10.1007/978-981-99-4198-8_16

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