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PHILOSOPHY FOR CHILDREN: NEW HORIZONS OF THOUGHT

Yıl 2024, Sayı: 27, 19 - 34, 30.04.2024

Yurdagül Demirbilek , Abdurrazak Gültekin

https://doi.org/10.29029/busbed.1322290

Öz

This study focuses on why philosophy is understood as an effort to deeply question the nature of the universe, human knowledge processes, reality, value, art, and politics and why it is important for children. It aims to explain how philosophy contributes to children's world of thought and opens new horizons. It is emphasised that children are naturally curious and want to explore the world independently. Therefore, introducing children to a certain education system plays a critical role in helping them reveal their potential. Today, approaches called “Child Philosophy” (P4C) are applied at various educational levels and help to explore the world of thought of children. These programs encourage children to be introduced to philosophical concepts. It also aims to create a suitable environment that encourages cooperation and encourages mental activities to contribute to children's world of thought. These studies, which are expected to contribute to children's metacognitive processes, help children use their sense of questioning and curiosity effectively. It also improves critical thinking and logical reasoning skills. “Philosophy for Children”, which enriches children's world of thought with various tools such as stories and games, is important in terms of understanding mental processes and drawing attention to philosophical inquiry methods. This study aims to explain in detail how a certain system contributes to children's cognitive processes and draws attention to why philosophy is important in shaping children's world of thought.

Anahtar Kelimeler

Philosophy Philosophy for Children (P4C) Philosophical Concepts Game Story

Kaynakça

  • Audi, R. (2010). Epistemology: A Contemporary Introduction to the Theory of Knowledge. Routledge.
  • Baggini, J., & Fosl, P. S. (2014). The Philosopher's Toolkit: A Compendium of Philosophical Concepts and Methods. Wiley-Blackwell.
  • Bakker, J. (2020). The Power of Stories: Using Narrative in Teaching Philosophy to Children. Journal of Philosophy in Schools, 37(1), 9-25.
  • Bennett-Hunter, G. (2015). Philosophy for Everyday Life: Why Critical Thinking Matters in the Real World. Oxford University Press.
  • Bergman, M. (2018). Developing Moral Consciousness Through Ethical Discussions: A Practice Report. Journal of Moral Education, 47(2), 172-184.
  • Berlin, I. (1969). Four Essays on Liberty. Oxford University Press.
  • Brown, A. (2012). The Nature of Philosophical Inquiry. Philosophical Studies, 45(2), 87-102.
  • Brown, A. (2017). Philosophy in Literature: Exploring Existential Questions Through Fiction. Journal of Literary Studies, 42(3), 124-139.
  • Brown, L. (2019). Philosophy for Children: Introducing Philosophical Concepts Through Children's Literature. International Journal of Philosophy and Literature, 45(2), 89-105.
  • Clark, E. (2016). The Aesthetics of Philosophical Fiction: Examining the Role of Literature in Exploring Philosophical Ideas. Philosophical Explorations, 49(2), 210-225.
  • Clark, R. (2016). The Limitations of Human Knowledge. Journal of Philosophy, 70(3), 215-228.
  • Cohen, D. (2019). Teaching Philosophy to Children with Picture Books: A Socratic Approach. Journal of Philosophy in Schools, 36(1), 12-24.
  • Davis, B., & Sumara, D. (2006). Lure of the Transcendent: Collected Essays. Routledge.
  • Davis, E. (2013). Questioning the Questions: The Role of Inquiry in Philosophy. Inquiry: An Interdisciplinary Journal of Philosophy, 50(4), 325-338.
  • de Botton, A. (2001). The Consolations of Philosophy. Vintage.
  • Dewey, J. (1910). How We Think. Lexington, MA: D.C. Heath and Company.
  • Ennis, R. H. (1989). “Critical Thinking and Subject Specificity: Clarification and Needed Research.” Educational Researcher, 18(3), 4-10.
  • Ennis, R. H. (1991). Critical Thinking: A Streamlined Conception. Teaching Philosophy, 14(1), 5-24.
  • Fisher, A., Scriven, M., & Engel, S. (1997). Reasoning and thinking. Cambridge University Press.
  • Fishkin, J. S. (2009). When the People Speak: Deliberative Democracy and Public Consultation. Oxford University Press.
  • Foot, P. (2001). Natural Goodness. Oxford University Press
  • Frankena, W. K. (1973). Ethics (2nd ed.). Prentice-Hall.
  • Garcia, E. (2017). The Role of Philosophy for Children in Developing Ethical Awareness in Primary School Students. Journal of Moral Education, 46(3), 268-282.
  • Grayling, A. C. (2019). The History of Philosophy. Penguin Books.
  • Grimm, N. (2018). Using Literature to Teach Philosophy to Young Children. Analytic Teaching and Philosophical Praxis, 38(1), 1-15.
  • Halpern, D. F. (2014). “Thought and Knowledge: An Introduction to Critical Thinking.” Psychology Press.
  • Harris, M. (2017). The Value of Philosophical Questions. Philosophical Perspectives, 32(2), 145-160.
  • Haynes, F. (2017). The Value of Philosophy for Children: A Case Study. Journal of Philosophy in Schools, 34(1), 43-61.
  • Hinman, L. M. (2017). Ethics: A Pluralistic Approach to Moral Theory (6th ed.). Wadsworth Publishing.
  • Hoffman, M. L. (2000). Empathy and Moral Development: Implications for Caring and Justice. Cambridge University Press.
  • Irwin, W. (2012). The Practical Turn in Philosophy of Science: How Philosophy of Science Can Help Solve the Problems of Philosophy. Lanham, MD: Rowman & Littlefield Publishers.
  • Johnson, R. (2014). Philosophy Through Storytelling: The Power of Narrative in Exploring Philosophical Questions. Philosophical Perspectives, 32(1), 45-60.
  • Jones, L. (2015). Exploring the Depths: Philosophical Inquiry into the Human Condition. Journal of Existential Philosophy, 28(3), 112-125.
  • Jones, R. (2015). Engaging Young Minds: The Role of Children's Literature in Teaching Philosophy to Primary School Children. Journal of Philosophy in Schools, 30(4), 215-230.
  • Kemerling, G. (2011). “Philosophy Pages.” Philosophy: The Basics. Retrieved from https://www.philosophypages.com/
  • Kennedy, D. (2011). The Well-being of Children in Philosophy. Routledge.
  • Kidder, R. M. (2016). How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living. HarperCollins.
  • Lipman, M. (2003). Thinking in Education (2nd ed.). Cambridge University Press.
  • Lipman, M. (2015). Philosophy in the Classroom. Temple University Press.
  • Lipman, M., & Sharp, A. M. (1978). Philosophy in the Classroom. Temple University Press.
  • Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the Classroom. Temple University Press.
  • Loewenstein, G. (1994). The Psychology of Curiosity: A Review and Reinterpretation. Psychological Bulletin, 116(1), 75-98.
  • Mackie, J. L. (1977). Ethics: Inventing Right and Wrong. Penguin.
  • Mason, R. (2005). Philosophy and Education: An Introduction in Christian Perspective. Baker Academic.
  • Matthews, G. (2016). Philosophy for Children: Critical and Creative Thinking in Primary Schools. Routledge.
  • Miller, J. (2018). Philosophical Inquiry and the Pursuit of Truth. Philosophical Review, 62(1), 45-58.
  • Miller, J. (2021). Exploring Philosophical Concepts with Children: The Power of Storybooks. Philosophical Education, 56(1), 32-48.
  • Miller, L. (2018). Uncertainty and Inquiry: The Role of Philosophical Fiction in Challenging Certainties. Journal of Philosophical Literature, 55(4), 267-282.
  • Nozick, R. (1974). Anarchy, State, and Utopia. Basic Books.
  • Nussbaum, M. C. (1994). The Therapy of Desire: Theory and Practice in Hellenistic Ethics. Princeton University Press.
  • Paul, R., & Elder, L. (2006). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 30(2), 34-35.
  • Rachels, J., & Rachels, S. (2019). The Elements of Moral Philosophy (9th ed.). McGraw-Hill Education.
  • Rawls, J. (1971). A Theory of Justice. Harvard University Press.
  • Rescher, N. (2001). Philosophical Reasoning: A Study in the Methodology of Philosophizing. Wiley-Blackwell.
  • Robinson, S. (2019). The Unanswered Questions: Exploring the Limits of Knowledge. Philosophical Inquiry Quarterly, 40(4), 267-282.
  • Robinson, S. (2020). Beyond Answers: Exploring the Power of Philosophical Stories and Novels. Philosophical Inquiry Quarterly, 41(2), 98-113.
  • Russell, B. (1912). The Problems of Philosophy. London:
  • Shafer-Landau, R. (2019). The Fundamentals of Ethics (4th ed.). Oxford University Press.
  • Singer, P. (1993). Practical Ethics. Cambridge University Press.
  • Smith, A., & Johnson, B. (2010). Philosophy Games: A Collection of Philosophical Games for Children. Publisher.
  • Smith, K. (2018). The Use of Children's Literature to Teach Philosophy in Early Childhood Education. Early Childhood Education Journal, 46(3), 267-282.
  • Smith, P. (2010). In Search of Meaning: Philosophical Questions and the Human Experience. Journal of Philosophical Studies, 55(1), 18-32.
  • Smith, P. (2019). Exploring Philosophical Concepts Through Literary Narratives. Journal of Philosophical Studies, 48(3), 177-192.
  • Smith, Q. (2010). The Examined Life: Philosophical Meditations. Vintage.
  • Solomon, R. C. (2001). Philosophy and Argumentation in Third Millennium: A Guide for Teachers and Public Speakers. Wadsworth Publishing Company.
  • Solomon, R. C. (2005). Doing Philosophy: A Practical Guide for Students. Oxford, UK: Oxford University Press.
  • Solomon, R. C., & Higgins, K. M. (2013). “The Big Questions: A Short Introduction to Philosophy.” Cengage Learning.
  • Splitter, L. J., & Sharp, A. M. (eds.) (1995). Teaching for Better Thinking: The Classroom Community of Inquiry. Temple University Press.
  • Sprod, T. (2009). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.
  • Thompson, E. (2017). Enhancing Children's Critical Thinking Skills Through Philosophical Picture books. Early Years Educator, 39(4), 32-40.
  • Thompson, G. (2020). Beyond Answers: The Significance of Unresolved Questions in Philosophy. Philosophical Perspectives, 35(3), 210-225.
  • Topping, K., & Trickey, S. (2007). Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years. The British Journal of Educational Psychology, 77, 271-288. doi:10.1348/000709906X105328.
  • Toulmin, S. E. (1958). The Uses of Argument. Cambridge University Press.
  • Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children-after Matthew Lipman? Eğitim Felsefesi Dergisi, 45(2), 171-182. doi: 10.1111/j.1467-9752.2011.00801.x . ISSN 0309-8249.
  • Vardy, P. (2013). “Philosophy: A Beginner's Guide.” Oneworld Publications.
  • Vardy, P., & Grosch, P. (2009). The Philosophy Book: Big Ideas Simply Explained. London, UK: DK Publishing.
  • Wartenberg, T. (2017). Big Ideas for Little Philosophers: Truth with Socrates. Oxford University Press.
  • Wartenberg, T. E. (2010). Big Ideas for Little Philosophers: Truth with Socrates. Routledge.
  • Watson, G. (2004). Responsibility and the Limits of Evil: Variations on a Strawsonian Theme. In M. S. McKenna & D. W. Pereboom (Eds.), Free Will and Reactive Attitudes: Perspectives on P.F. Strawson's “Freedom and Resentment” (pp. 33-61). Ashgate.
  • Williams and Norgate. Magee, B. (2001). The Story of Philosophy: A Concise Introduction to the World's Greatest Thinkers and Their Ideas. Dorling Kindersley.
  • Williams, B. (1978). Descartes: The Project of Pure Enquiry. Penguin Books.
  • Wilson, M. (2020). Exploring Ethical Concepts Through Children's Literature. Journal of Moral Education, 48(2), 167-182.

ÇOCUKLAR İÇİN FELSEFE: DÜŞÜNCENİN YENİ UFUKLARI (P4C)

Yıl 2024, Sayı: 27, 19 - 34, 30.04.2024

Yurdagül Demirbilek , Abdurrazak Gültekin

https://doi.org/10.29029/busbed.1322290

Öz

Bu çalışma, evrenin doğasını, kişinin bilgi süreçlerini; gerçeklik, değer, sanat ve siyasete dair görüşlerini derinlemesine sorgulayan felsefeye ve bunun çocuklar için önemine odaklanmaktadır. Çocuklar için felsefenin, onların düşünce dünyasına nasıl katkı sağladığını ve yeni ufuklar açtığını betimlemeyi amaçlamaktadır. Çocukların doğası gereği merakla dolu olduğu ve dünyayı kendi adlarına keşfetmek istedikleri vurgulanmaktadır. Bu nedenle, çocukların belli bir eğitim sistemine tabi tutulmaları, potansiyellerini ortaya koymaları açısından kritik bir rol oynamaktadır. Günümüzde, “Çocuklar İçin Felsefe” (P4C) adı verilen yaklaşımlar, çeşitli eğitim seviyelerinde uygulanarak çocukların düşünce dünyalarının keşfedilmesine yardımcı olmaktadır. Bu programlar, çocukların felsefi kavramlarla tanışmalarını teşvik etmektedir. Ayrıca, çocukların düşünce dünyalarına katkı sağlamak için iş birliğini teşvik eden ve zihinsel aktiviteleri teşvik eden uygun bir ortam oluşturmayı amaçlamaktadır. Çocukların üst bilişsel süreçlerine katkıda bulunması beklenen bu çalışmalar, çocukların sorgulama ve merak duygularını etkin bir şekilde kullanmalarına yardımcı olmaktadır. Ayrıca, eleştirel düşünme ve mantıksal akıl yürütme becerilerini geliştirmektedir. Hikayeler ve oyunlar gibi çeşitli araçlarla çocukların düşünce dünyalarını zenginleştiren “Çocuklar İçin Felsefe”, zihinsel süreçleri anlama ve felsefi sorgulamanın yöntemlerine dikkat çekme açısından önemlidir. Bu çalışma, belirli bir sistemin çocukların zihinsel süreçlerine nasıl katkı sağladığını ayrıntılı bir şekilde açıklamayı amaçlamakta ve felsefenin, çocukların düşünce dünyalarını şekillendirmesinde neden önemli olduğuna dikkat çekmektedir.

Anahtar Kelimeler

Felsefe Çocuklar İçin Felsefe (P4C) Felsefi Kavramlar Oyun Hikâye

Kaynakça

  • Audi, R. (2010). Epistemology: A Contemporary Introduction to the Theory of Knowledge. Routledge.
  • Baggini, J., & Fosl, P. S. (2014). The Philosopher's Toolkit: A Compendium of Philosophical Concepts and Methods. Wiley-Blackwell.
  • Bakker, J. (2020). The Power of Stories: Using Narrative in Teaching Philosophy to Children. Journal of Philosophy in Schools, 37(1), 9-25.
  • Bennett-Hunter, G. (2015). Philosophy for Everyday Life: Why Critical Thinking Matters in the Real World. Oxford University Press.
  • Bergman, M. (2018). Developing Moral Consciousness Through Ethical Discussions: A Practice Report. Journal of Moral Education, 47(2), 172-184.
  • Berlin, I. (1969). Four Essays on Liberty. Oxford University Press.
  • Brown, A. (2012). The Nature of Philosophical Inquiry. Philosophical Studies, 45(2), 87-102.
  • Brown, A. (2017). Philosophy in Literature: Exploring Existential Questions Through Fiction. Journal of Literary Studies, 42(3), 124-139.
  • Brown, L. (2019). Philosophy for Children: Introducing Philosophical Concepts Through Children's Literature. International Journal of Philosophy and Literature, 45(2), 89-105.
  • Clark, E. (2016). The Aesthetics of Philosophical Fiction: Examining the Role of Literature in Exploring Philosophical Ideas. Philosophical Explorations, 49(2), 210-225.
  • Clark, R. (2016). The Limitations of Human Knowledge. Journal of Philosophy, 70(3), 215-228.
  • Cohen, D. (2019). Teaching Philosophy to Children with Picture Books: A Socratic Approach. Journal of Philosophy in Schools, 36(1), 12-24.
  • Davis, B., & Sumara, D. (2006). Lure of the Transcendent: Collected Essays. Routledge.
  • Davis, E. (2013). Questioning the Questions: The Role of Inquiry in Philosophy. Inquiry: An Interdisciplinary Journal of Philosophy, 50(4), 325-338.
  • de Botton, A. (2001). The Consolations of Philosophy. Vintage.
  • Dewey, J. (1910). How We Think. Lexington, MA: D.C. Heath and Company.
  • Ennis, R. H. (1989). “Critical Thinking and Subject Specificity: Clarification and Needed Research.” Educational Researcher, 18(3), 4-10.
  • Ennis, R. H. (1991). Critical Thinking: A Streamlined Conception. Teaching Philosophy, 14(1), 5-24.
  • Fisher, A., Scriven, M., & Engel, S. (1997). Reasoning and thinking. Cambridge University Press.
  • Fishkin, J. S. (2009). When the People Speak: Deliberative Democracy and Public Consultation. Oxford University Press.
  • Foot, P. (2001). Natural Goodness. Oxford University Press
  • Frankena, W. K. (1973). Ethics (2nd ed.). Prentice-Hall.
  • Garcia, E. (2017). The Role of Philosophy for Children in Developing Ethical Awareness in Primary School Students. Journal of Moral Education, 46(3), 268-282.
  • Grayling, A. C. (2019). The History of Philosophy. Penguin Books.
  • Grimm, N. (2018). Using Literature to Teach Philosophy to Young Children. Analytic Teaching and Philosophical Praxis, 38(1), 1-15.
  • Halpern, D. F. (2014). “Thought and Knowledge: An Introduction to Critical Thinking.” Psychology Press.
  • Harris, M. (2017). The Value of Philosophical Questions. Philosophical Perspectives, 32(2), 145-160.
  • Haynes, F. (2017). The Value of Philosophy for Children: A Case Study. Journal of Philosophy in Schools, 34(1), 43-61.
  • Hinman, L. M. (2017). Ethics: A Pluralistic Approach to Moral Theory (6th ed.). Wadsworth Publishing.
  • Hoffman, M. L. (2000). Empathy and Moral Development: Implications for Caring and Justice. Cambridge University Press.
  • Irwin, W. (2012). The Practical Turn in Philosophy of Science: How Philosophy of Science Can Help Solve the Problems of Philosophy. Lanham, MD: Rowman & Littlefield Publishers.
  • Johnson, R. (2014). Philosophy Through Storytelling: The Power of Narrative in Exploring Philosophical Questions. Philosophical Perspectives, 32(1), 45-60.
  • Jones, L. (2015). Exploring the Depths: Philosophical Inquiry into the Human Condition. Journal of Existential Philosophy, 28(3), 112-125.
  • Jones, R. (2015). Engaging Young Minds: The Role of Children's Literature in Teaching Philosophy to Primary School Children. Journal of Philosophy in Schools, 30(4), 215-230.
  • Kemerling, G. (2011). “Philosophy Pages.” Philosophy: The Basics. Retrieved from https://www.philosophypages.com/
  • Kennedy, D. (2011). The Well-being of Children in Philosophy. Routledge.
  • Kidder, R. M. (2016). How Good People Make Tough Choices: Resolving the Dilemmas of Ethical Living. HarperCollins.
  • Lipman, M. (2003). Thinking in Education (2nd ed.). Cambridge University Press.
  • Lipman, M. (2015). Philosophy in the Classroom. Temple University Press.
  • Lipman, M., & Sharp, A. M. (1978). Philosophy in the Classroom. Temple University Press.
  • Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the Classroom. Temple University Press.
  • Loewenstein, G. (1994). The Psychology of Curiosity: A Review and Reinterpretation. Psychological Bulletin, 116(1), 75-98.
  • Mackie, J. L. (1977). Ethics: Inventing Right and Wrong. Penguin.
  • Mason, R. (2005). Philosophy and Education: An Introduction in Christian Perspective. Baker Academic.
  • Matthews, G. (2016). Philosophy for Children: Critical and Creative Thinking in Primary Schools. Routledge.
  • Miller, J. (2018). Philosophical Inquiry and the Pursuit of Truth. Philosophical Review, 62(1), 45-58.
  • Miller, J. (2021). Exploring Philosophical Concepts with Children: The Power of Storybooks. Philosophical Education, 56(1), 32-48.
  • Miller, L. (2018). Uncertainty and Inquiry: The Role of Philosophical Fiction in Challenging Certainties. Journal of Philosophical Literature, 55(4), 267-282.
  • Nozick, R. (1974). Anarchy, State, and Utopia. Basic Books.
  • Nussbaum, M. C. (1994). The Therapy of Desire: Theory and Practice in Hellenistic Ethics. Princeton University Press.
  • Paul, R., & Elder, L. (2006). Critical Thinking: The Nature of Critical and Creative Thought. Journal of Developmental Education, 30(2), 34-35.
  • Rachels, J., & Rachels, S. (2019). The Elements of Moral Philosophy (9th ed.). McGraw-Hill Education.
  • Rawls, J. (1971). A Theory of Justice. Harvard University Press.
  • Rescher, N. (2001). Philosophical Reasoning: A Study in the Methodology of Philosophizing. Wiley-Blackwell.
  • Robinson, S. (2019). The Unanswered Questions: Exploring the Limits of Knowledge. Philosophical Inquiry Quarterly, 40(4), 267-282.
  • Robinson, S. (2020). Beyond Answers: Exploring the Power of Philosophical Stories and Novels. Philosophical Inquiry Quarterly, 41(2), 98-113.
  • Russell, B. (1912). The Problems of Philosophy. London:
  • Shafer-Landau, R. (2019). The Fundamentals of Ethics (4th ed.). Oxford University Press.
  • Singer, P. (1993). Practical Ethics. Cambridge University Press.
  • Smith, A., & Johnson, B. (2010). Philosophy Games: A Collection of Philosophical Games for Children. Publisher.
  • Smith, K. (2018). The Use of Children's Literature to Teach Philosophy in Early Childhood Education. Early Childhood Education Journal, 46(3), 267-282.
  • Smith, P. (2010). In Search of Meaning: Philosophical Questions and the Human Experience. Journal of Philosophical Studies, 55(1), 18-32.
  • Smith, P. (2019). Exploring Philosophical Concepts Through Literary Narratives. Journal of Philosophical Studies, 48(3), 177-192.
  • Smith, Q. (2010). The Examined Life: Philosophical Meditations. Vintage.
  • Solomon, R. C. (2001). Philosophy and Argumentation in Third Millennium: A Guide for Teachers and Public Speakers. Wadsworth Publishing Company.
  • Solomon, R. C. (2005). Doing Philosophy: A Practical Guide for Students. Oxford, UK: Oxford University Press.
  • Solomon, R. C., & Higgins, K. M. (2013). “The Big Questions: A Short Introduction to Philosophy.” Cengage Learning.
  • Splitter, L. J., & Sharp, A. M. (eds.) (1995). Teaching for Better Thinking: The Classroom Community of Inquiry. Temple University Press.
  • Sprod, T. (2009). Philosophy in Schools: An Introduction for Philosophers and Teachers. Routledge.
  • Thompson, E. (2017). Enhancing Children's Critical Thinking Skills Through Philosophical Picture books. Early Years Educator, 39(4), 32-40.
  • Thompson, G. (2020). Beyond Answers: The Significance of Unresolved Questions in Philosophy. Philosophical Perspectives, 35(3), 210-225.
  • Topping, K., & Trickey, S. (2007). Collaborative philosophical enquiry for school children: Cognitive effects at 10-12 years. The British Journal of Educational Psychology, 77, 271-288. doi:10.1348/000709906X105328.
  • Toulmin, S. E. (1958). The Uses of Argument. Cambridge University Press.
  • Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children-after Matthew Lipman? Eğitim Felsefesi Dergisi, 45(2), 171-182. doi: 10.1111/j.1467-9752.2011.00801.x . ISSN 0309-8249.
  • Vardy, P. (2013). “Philosophy: A Beginner's Guide.” Oneworld Publications.
  • Vardy, P., & Grosch, P. (2009). The Philosophy Book: Big Ideas Simply Explained. London, UK: DK Publishing.
  • Wartenberg, T. (2017). Big Ideas for Little Philosophers: Truth with Socrates. Oxford University Press.
  • Wartenberg, T. E. (2010). Big Ideas for Little Philosophers: Truth with Socrates. Routledge.
  • Watson, G. (2004). Responsibility and the Limits of Evil: Variations on a Strawsonian Theme. In M. S. McKenna & D. W. Pereboom (Eds.), Free Will and Reactive Attitudes: Perspectives on P.F. Strawson's “Freedom and Resentment” (pp. 33-61). Ashgate.
  • Williams and Norgate. Magee, B. (2001). The Story of Philosophy: A Concise Introduction to the World's Greatest Thinkers and Their Ideas. Dorling Kindersley.
  • Williams, B. (1978). Descartes: The Project of Pure Enquiry. Penguin Books.
  • Wilson, M. (2020). Exploring Ethical Concepts Through Children's Literature. Journal of Moral Education, 48(2), 167-182.
Toplam 82 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Bilgi Güvenliği Yönetimi
Bölüm Araştırma Makaleleri
Yazarlar

Yurdagül Demirbilek 0000-0002-3144-0063

Abdurrazak Gültekin 0000-0003-4832-3258

Erken Görünüm Tarihi 29 Nisan 2024
Yayımlanma Tarihi 30 Nisan 2024
Yayımlandığı Sayı Yıl 2024Sayı: 27

Kaynak Göster

APA Demirbilek, Y., & Gültekin, A. (2024). ÇOCUKLAR İÇİN FELSEFE: DÜŞÜNCENİN YENİ UFUKLARI (P4C). Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(27), 19-34. https://doi.org/10.29029/busbed.1322290
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