ERIC Number: ED214649
Record Type: RIE
Publication Date: 1982
Reference Count: 0
The State of a "New" Art: Philosophy for Children and Science Education.
Wagner, Paul A.
The adoption of philosophy into the public school curriculum has been advocated on the grounds that it improves students' creativity and basic academic skills. That "philosophy for children" programs can have such an impact on children should be of no surprise to students of John Dewey. Although John Dewey did not directly advocate implementing a "philosophy for children" curriculum, it does seem that he was proposing that it should occur. To understand the world of the scientist is, for Dewey, to employ conceptual tools as a scientist employs them and to avoid the egotistical Gestalt idiosyncrasies of non-scientists or young children. Not much has been done to initiate children into the self-conscious practice of seeing the world as a scientist sees it. Education has done little to free students of over-simplified images of scientific practice. If children are to gain any real sense of what it is to "do science," they must first philosophize about the scientist's use of certain inferential techniques and all that follows from the use of such decision-making practices. Not only science education, but all discipline-oriented curricula can be similarly enhanced by making philosophy a part of every public school curriculum program. (Author/RH)
Publication Type: Speeches/Meeting Papers; Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Dewey (John)
Note: Paper presented at the Annual Meeting of the John Dewey Society (Houston, TX, February 17-20, 1982).