113年度教學實踐研究推動與分析計畫-蘇子女英老師

In 1970, Professor Matthew Lipman of Columbia University in the United States proposed a philosophy education program for children, marking the beginning of the recognition of philosophy for children as a specialized discipline. In Taiwan, Professor Mau-hsiu Yang published an article titled "Philosophy Classroom" in 1975, initiating the development of philosophy for children . This curriculum aims to reflect on the developments in philosophy for children from 1970 to 2023, spanning nearly 50 years, and explore whether there are new operational modes in the methodology of guidance. It seeks to provide a design and guidance for current trainers who wish to enter the field of philosophy for children, moving forward. As such, this project focuses on offering courses to the master's and doctoral students in the philosophy research institute. The goal is to train individuals capable of integrating critical thinking into philosophy for children, with gamification as the main approach to stimulate the design of guiding operations in philosophy for children. The project is closely aligned with four gamification principles: goals, rules, challenges, and interactions. So, the curriculum is designed to be divided into two semesters, offering "philosophy for children I" and "philosophy for children II." In the first semester, "philosophy for children I" centers around the development of Taiwanese philosophy for children as the theoretical framework. Using design thinking and involves the different between literary reading and philosophical speculation, to deconstruct Taiwanese philosophy for children cases. Ultimately, after understand the different between literary reading and philosophical speculation, the course employs the strategy of using live-action role-playing (larp) scripts to incorporate children's concerns and develop a larp script for philosophy for children by the end of the semester. In the second semester, a more in-depth comparison is made regarding the differences in the operation of philosophy for children in Taiwan,the United States, France, and Japan. The focus is on the design of ethical and emotional conflict issues, supplemented by the tools of design thinking and the introduction of virtual reality (VR) production. By the end of the semester, the project aims to develop a VR work for children, providing a contemplative learning experience in ethical character.