175 KB0 KB200620202007Šket Kamenšek, Lidijaštevilka:1/2letnik:18str. 159-169ISSN:1581-6036COBISSID:1615191URN:URN:NBN:SI:doc-DBCQKEG0enPedagoški inštitutSlovensko društvo raziskovalcev šolskega poljaŠolsko poljeargumentacijafilozofija za otrokekritično mišljenjeretorikaučenjezačetni poukFrom a story to a conversation and from philosophy with children to commencement of critical thinking|A child is amazed when standing in front of something and wondering: "Why is it raining? Why is there something and nothing?" Bloch (1995) thinks that all small children are philosophers because they ask questions about the world andare amazed by it. Unfortunately this philosophic mind is disappearing year after year. When children get used to the world they stop wondering and askingthemselves. How to keep this philosophic curiosity? How to stimulate critical opinion? I want to expose the meaning of early encounters with philosophy. I will introduce an example of children's philosophy in the 4th grade (9), based on listening to stories from the collection of H. Doskočilova: Diogen in a cask. At the end of the school year, with the help ofthese stories, the children spontaneously knew how to create a dialogue thatclaimed arguments for and against and new statements that demanded new discussions. According to M. Lipman the results can later on become a creative field for dealing with children's philosophy that in an indirect but systematic manner deals with critical thinking and logical inferenceOtrok je osupel, kadar stoji pred nečim in se čudi: "Zakaj dežuje? Zakaj obstaja nekaj in nič?" Bloch (1995) meni, da so vsi majhni otroci filozofi, ker o svetu sprašujejo in se mu čudijo. Žal to filozofsko mišljenje z leti vse bolj izginja. Ko se otrok sveta navadi, se mu neha čuditi in se o njem spraševati. Kako ohraniti to filozofsko radovednost? Kako spodbuditi kritično mnenje? Rada bi izpostavila pomen zgodnjega srečevanja s filozofijo. Predstavila bom primer otroške filozofije v četrtem razredu (9), ki je temeljil na poslušanju zgodb iz zbirke H. Doskočilove: Diogen v sodu. Na koncušolskega leta so otroci s pomočjo zgodb spontano vedeli, kako ustvariti dialog, ki zahteva argumente za in proti, ter izjave, ki zahtevajo nove razprave. M. Lipman meni, da lahko rezultati kasneje postanejo kreativno področje za ukvarjanje z otroško filozofijo, ki na posreden a sistematičen način obravnava kritično mišljenje in logično sklepanjeTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja