Koncepcija filozofske istraživačke zajednice Matthewa Lipmana

master's thesis

• Title (english): Matthew Lipman's Conception of the Community of Philosophical Inquiry
• Author: Lana Ema Dražić
• Mentor: Ivana Zagorac (mentor)
• Committee member: Marko Tokić (predsjednik povjerenstva)
• Committee member: Matija Vigato (član povjerenstva)
• Committee member: Ivana Zagorac (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Philosophy); Zagreb
• Defense date and country: 2023-09-29, Croatia
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philosophy; Philosophy of Education
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Interdisciplinary Humanistic Studies; Teaching Methods in the Humanistic Sciences

Abstract

Filozofska istraživačka zajednica alternativna je koncepcija nastave filozofije koju je osmislio Matthew Lipman, a koja za cilj ima razvoj rasudne moći u djece. U prvom dijelu rada pronalaze se njezina filozofijska ishodišta u Sokratu, Ludwigu Wittgensteinu i Johnu Deweyju. Drugi dio rada analizira samu koncepciju tako da pobliže ispituje svaku sastavnicu pojma s obzirom na pitanje razvoja mišljenja te završava s raspravom o pitanju mogu li djeca filozofirati. Istraživanje odnosa zajednice i mišljenja provodi se postmodernom kritikom modernog obrazovanja. Dekonstruira se ideja, utemeljena u kartezijanskom dualizmu, da je mišljenje moguće jedino u privatnosti, a potom se pokazuje da je mišljenje ne samo moguće u zajednici, nego je zajednica za mišljenje upravo konstitutivna. Istraživanje filozofskog mišljenja u nastavi suprotstavlja tradicionalnu nastavu filozofije i Lipmanov model kao dvije različite forme života – modernu i postmodernu – a ovoj potonjoj kao paradigma služi Sokrat kao princip. Filozofsko pitanje ističe se kao ključna odrednica mišljenja kao filozofskog. Dijalog je bitni element u ispitivanju istraživačkog mišljenja, a isprva se kontrastira s razgovorom te im se potom nalaze zajednička ishodišta u logičkom i etičkom principu. Nadalje se daje fenomenološki prikaz formiranja učeničke racionalnosti pri čemu se mentalni činovi i stanja ujedinjuju s jezičnim činovima u distribuirano mišljenje, a epistemičkim kretanjem dolazi do razvoja vještina mišljenja. Donošenje dobrog suda kompleksna je vještina toga tipa. U konačnici daje se prikaz izbora filozofa iz povijesti filozofije koji su postavili temelje za suvremene rasprave o pitanju mogu li djeca filozofirati, a potom i pregled suvremenih prijepora na temu.

Abstract (english)

The community of philosophical inquiry was created by Matthew Lipman. It is an alternative conception of philosophical education whose goal is to develop a good judgment. The first part of the paper finds its philosophical roots in Socrates, Ludwig Wittgenstein and John Dewey. The second part analyzes every term of the conception with regards to thinking and addresses the issue of whether children can think philosophically. The relationship between thinking and community is examined through postmodern critique of modern education. The idea, based in Cartesian dualism, that thinking is possible only in privacy is deconstructed. What is shown is that not only is thinking possible in community, rather community is a necessary condition of thinking. Examining philosophical thinking in education contrasts traditional philosophical education and Lipman’s model as two different forms of life – modern and postmodern – the latter having as its paradigm Socrates as a principle. A philosophical question is found to be an essential component of philosophical thinking. The dialogue is seen as the key element of inquiry and is contrasted with conversation. However, both are also seen as having mutual roots in a logical and ethical principle. A phenomenological account of the formation of rationality in children is given through the conceptualization of mental acts, states and speech acts as single discursive entities, which produce the phenomenon of distributed thinking and through epistemic movement create thinking skills. Making a good judgment is a complex thinking skill. Finally, a question of whether children can do philosophy is discussed.

• Keywords: Matthew Lipman; filozofska istraživačka zajednica; istraživačka zajednica; filozofija za djecu; sokratovsko obrazovanje; postmoderno obrazovanje; dijalog; filozofsko pitanje; vještina mišljenja; filozofija kao aktivnost
• Keywords (english): Matthew Lipman; community of philosophical inquiry; community of inquiry; philosophy for children; Socratic Method; postmodern education; dialogue; philosophical question; thinking skill; doing philosophy
• Language: croatian
• URN:NBN: urn:nbn:hr:131:156990
• Study programme: Title: Philosophy (double major); specializations in: Teaching, Research; Course: Teaching; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra edukacije filozofije (magistar/magistra edukacije filozofije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-10-06 22:40:48