Document Type : Original Article
Authors
1
PhD Student, Department of Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran
2
Associate Professor, Department of Philosophy of Education, Arak Branch, Islamic Azad University, Arak, Iran Department of Philosophy of Education, Kharazmi University, Tehran, Tehran, Iran
3
Associate Professor, PhD in Philosophy of Education, Faculty of Humanities, Arak Islamic Azad University, Arak, Iran,
Abstract
The purpose of this study was to analyze the critiques of the philosophical foundations of scientific exploration in the philosophy program for children. To this end, the question entitled "What are the criticisms of the philosophical foundations of scientific exploration in the philosophy education program for children?" It was proposed and compiled. The research question has been answered by using methods such as descriptive-analytical and deductive inference. After describing scientific inquiry from the point of view of thinkers and experts in the philosophy education program for children and analyzing each theory, it can be seen that in the theories of philosophical foundations and philosophy education program for children in the field of scientific exploration, both emphasize the sense of Experience, reasoning, thinking, and rationality are similar in cognition but different in participation, dialogue, and the research community. The philosophy education program for children in scientific exploration, in addition to sensory observation and reasoning, places particular emphasis on dialogue, participation, and the research community.
Keywords: Criticism, Philosophical Foundations, Scientific Exploration, Philosophy Education
Keywords
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