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ABSTRACT: The Philosophy Program for Children initially inspired by Lipmans work has
been successfully applied in different countries. This program defends the necessity to teach
children to think philosophically. In order to achieve this goal, it is necessary both that
teachers are philosophically educated and that philosophy is included in the curriculum of
all schools. The aim of this paper is to show that phenomenology helps toward the success
of this task as much as pragmatism, the tradition that inspired Lipman. The interest of
Husserl and his followers in Lebenswelt and in knowledge makes pedagogical reflection and
practice richer. Phenomenological applications and methodologies are so broad that they
give education a critical orientation. The controversy between Merleau-Ponty and Piaget
shows the validity of the Philosophy Program for Children. Hermeneutic phenomenology
goes deeply into dialogue, an activity essential to the institution of an investigative
community in the educational process.
Notes
(1) Cfr. LIPMAN, M., La filosofa en el aula. Madrid: Ediciones de la Torre, l992.
(2) As lo reconoce Lipman en su op. cit. pp. 262-3.
(3) Cfr. MERLEAU-PONTY, M., La phnomnologie de la perception. Paris: Gallimard,
l945, pp. 50 y ss.
(4) Cfr. MERLEAU-PONTY, M., Merleau-Ponty la Sorbonne. Rsume de Cours l949-