Recognition of Concepts and the Role of Philosophy and Science in Philosophy for Children

Document Type : Scholarly Article

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Master of Arts

Abstract

The word philosophy which was once an equivalent to science, has now found a more limited range of meaning, but has become as much more basic and fundamental. Philosophy looks at the world as a whole and its nature is expressed in terms of six concepts: independent of content, rationality, wisdom, being practical, universality and critical structure; by contrast, science includes such disciplines which makes use of the method of empirical generalization and are based on observation, experiment, report and measurement for the discovery of facts.
In the present system of education, the various lessons are so arranged that a whole bulk of general information is conveyed to children and by taking example from industrial societies and under the influence of Joun Piaget’ theories, this system has confied children to the objective knowledge of things, but as we know the empirical science is unable in providing skill in effective thinking. Philosophical thinking is more efficacious in teaching how to think and in acquiring necessary skills in solving daily problems for children, but in philosophy for children this difference does not bring it about that philosophy and science adopt an irreconcilable approach but they should help each other in showing the way of rational skills for children.

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Avecinnian Philosophy Journal
Volume 11, Issue 36
February 2007
Pages 131-145

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