Saltar para: Posts [1], Pesquisa [2]

filocriatiVIDAde | filosofia e criatividade

oficinas de perguntas, para crianças / para pais e filhos | formação para professores e educadores (CCPFC) | #filocri | #filopenpal

filocriatiVIDAde | filosofia e criatividade

oficinas de perguntas, para crianças / para pais e filhos | formação para professores e educadores (CCPFC) | #filocri | #filopenpal

Farzaneh Shahrtash: " Any question can become philosophical as long as our mind is not certain about the answer or even the meaning of the words in the question itself."

I met Farzaneh Shahrtash on YouTube, by watching this video. I left a comment on the video and got a response and the contact of Farzaneh. She is working on Iran and I was curious to know a little more about P4C in this country. 

 

*

 

Can you recall the first time you heard about philosophy for children (p4c)?

It was exactly 1995 we (my colleagues and I) saw this combination (Philosophy+ Children) in the internet. We started collecting the information by following the linking as far as it was possible, but we couldn’t find any instructional method. We printed every page (almost 2000 pages) and we went through each, one by one. This was our only chance in that time, because we couldn’t order any book from Iran in that time. 

 

How did you started working with p4c?

I asked everyone in the team to look for methodology in the internet. One day, one of my colleagues found an e-learning teacher training course in Australia which was conducted by a group of educators and teachers in Buranda state school. We wrote an email and asked to join the group. They accepted us and send us a story book and a video. This was our first contact. It was our greatest turning point, because we were able to see the methodology (Community of Inquiry) that we have imagined by reading the different internet materials (more than three years) in the video.

After that course we used Thinking stories 1 by Philip Cam (which was already translated and published in Iran) to run 6 classes in a private elementary school (grade 3, 4 and 5- each of two)

Then we announced the result of our practical work in the P4C panel in a world congress of philosophy in Iran in May 2002.

 

Do you think p4c is necessary to children? Why?

Yes. P4C is claimed (if it is done properly) to support a system of beliefs in every mankind which is justified by critical, creative and caring thinking in order to make good judgment in his/her personal life and the society which s/he lives in.

 

Nowadays children ( @ Portugal) have a lot of activities at school and after school. Why should we take philosophy to schools?

It depends on what kind of activities or approaches you have in your school or after that.

In 1969 when P4C was introduced to American society, no communal inquiry nor critical and creative thinking skills was part of their national curriculum. However, these skills are now integrated in national curriculum in both United stated and Canada and many other countries. Maybe that is why P4C was not very popular in United States schools in the past few decades.

Even now the methodology of “community of inquiry” (COI) which was once used and defined in a particular way in P4C is modified and practiced in other subject matters as well.

So I think the only reason that P4C should still go to schools is its ethical inquiry and inquiry about other philosophical concepts, which are rarely found in other subject matters.

In my country P4C should go to our school system because our educational approach is not community of inquiry and not even inquiry itself. Critical and creative thinking skills are not integrated in our national curriculum yet (it is only on paper) so our students can gain a lot by P4C in our schools.

 

 

What makes a question a philosophical question – from a p4c point of view?

 Any question can become philosophical as long as our mind is not certain about the answer or even the meaning of the words in the question itself.

 

What’s the biggest challenge p4c faces, nowadays?

The teacher training is the biggest challenge. Teacher trainers are very few. However, to become a successful P4C teacher is a very hardworking practice and is different from becoming a mathematic or science teacher. There should be a seed of “philosophy” in both your mind and in your heart in order to become a good P4C teacher.

 

Can you give the teachers and the parents some kind of advice to help them deal with the children’s questions?

If you can make the child’s question your own question, you can help the child to deal with his/her question, otherwise you are not part of a communal inquiry and you are not helping the child in a P4C way.

 

Did the children ever surprised you with a question? Can you share that question with us?

Last week when I was trying to teach them to make a question with why, a three years old boy asked, why the ladies have to wear scarf and men don’t (in Iran)?

 

How is P4C developing in your country?

P4C was mainly introduced by Iranian reports and publishers, when the educational system and the university faculties had not even heard about it. Eventually the graduate students translate the related papers of this field for writing their thesis in education departments.

It was approximately in 2012 that the “Thinking series” was inserted as separated contexts in the national curriculum for grades 6-9. The suggested methodology in these classes was very close to “community of inquiry”. However, there are still no formal and widely accepted training courses for these classes. Each teacher is using different materials and different instruction in his/ her class.

Now after 20 years, we have some written and translated books, papers, interested graduate students and faculties, and many parents who are looking for P4C classes in city centres and schools all over the country.

 

 

19748557_821422224684201_2181516835665102749_n.jpg

 

Please follow Farzaneh's work on facebook

 

 

 

XVIII ICPIC :: Madrid, 2017

tumblr_os9t9bvcrR1qhzqx6o1_500.jpg.png

 

tumblr_osb5dcr8nl1qhzqx6o1_500.jpg.png

 

tumblr_osbbjlsfmo1qhzqx6o1_500.jpg.png

 

tumblr_osbvn2DwSL1qhzqx6o1_500.jpg.png

 

tumblr_osco49sh8Z1qhzqx6o1_500.jpg.png

 

tumblr_osd4r9pPWS1qhzqx6o1_500.jpg.png

 

tumblr_osd4u3GbpT1qhzqx6o1_500.jpg.png

 

tumblr_osd6kvwAj71qhzqx6o1_500.jpg.png

 

tumblr_osda00vWWb1qhzqx6o1_500.jpg.png

 

tumblr_osda1xXzz71qhzqx6o1_500.jpg.png

 

foram dias muito intensos, de partilha, de descoberta, de perguntas e respostas. 

a filosofia para crianças / filosofia com crianças / #p4c está em movimento, um pouco por todo o mundo. e essa diversidade sentiu-se, neste XVIII ICPIC. 

 

irei escrever mais algumas linhas sobre este encontro. para já, viajo até aveiro e depois ao porto, para mais duas maratonas filosóficas.

 

encontramo-nos por aí? 

 

*

 

fueron días muy intensos, de compartir, de descubrimiento, de preguntas y respuestas.

la filosofía para los niños / la filosofía con los niños / # p4c está en movimiento, un poco por todo el mundo. y esta diversidad se sintió, en este XVIII ICPIC.

 

voy a escribir algunas líneas sobre este encuentro. para ya, viajo hasta aveiro y porto.

 

¿nos encontramos por ahí?

 

 

*

 

there were very intense days with sharing, discovery, questions and answers.

philosophy for children / philosophy with children / # p4c is on the move, a  all over the world. and this diversity was felt in this XVIII ICPIC.

 

I will write a few more lines about this meeting. for now, I travel to Aveiro and then to the port, for two more philosophical marathons.

 

see you around?

 

"podemos ter esta oficina do platão para sempre?"

18622452_1533761966694490_6087033298400504182_n.jp

 

um diálogo que começou com uma pergunta "leve":

 

o que é o sentido da vida?

 

quisemos saber a razão do P. para fazer esta pergunta. após perguntas e respostas, concluímos que afinal todos temos curiosidade em saber o que é o sentido da vida. 

 

algumas respostas:

é algo individual, que cada um tem que descobrir.

é algo ao qual nos dedicamos muito.

pode mudar ao longo da vida, conforme vamos envelhecendo.

o importante, dizia a L. "é que temos que estar vivos". e depois, então, podemos fazer essa descoberta.

 

durante o diálogo, houve necessidade de fazer uma pergunta: o G. perguntou ao P: "o que é que tu queres ser quando fores grande?" - a razão para a pergunta é "simples": "o sentido da vida é aquilo que fazemos agora, que gostamos de fazer, mas também o que eu quero ser no futuro".

e quem não sabe, ainda, o que quer ser quando for grande? não encontrou o sentido para a vida? 

podemos ter uma ideia provisória do que é o sentido da vida, até encontrarmos a definitiva: "é como o meu cartão de sócio do Sporting: tinha um provisório, de cartão e agora tenho um mesmo à séria."

 

o diálogo acabou por ser um espaço para o meta-diálogo: a M. quis saber porque é que saímos destas oficinas com poucas conclusões. afinal, o que a M. queria mesmo era sair dali com certezas - ter certeza é algo muito importante para a M. (e para todos nós, não?)

 

- a Oficina do Platão acontece no Centro SER MAIS, em Telheiras - 

 

 

os desafios #filopenpal continuam a viajar por aí

tumblr_opsm3mj9RY1qhzqx6o1_500.jpg

 

com algum atraso da minha parte, é certo... 

entre crianças e pessoas crescidas, são muitos os meus #filopenpal que aceitam o desafio de receber a filosofia na sua caixa do correio

 

se há por aí alguém curioso em saber mais sobre estas "cartas para pensar", sugiro que espreite o artigo AQUI e siga a tag no instagram #filopenpal 

 

verdade ou consequência? - oficina de filosofia para crianças e jovens

Verdade ou consequência - é um jogo sobejamente conhecido dos mais pequenos.
Um dia, um grupo inventou uma versão deste jogo, "só para a filosofia".


Curiosos para saber como é este jogo?
Juntem-se a nós, na Oficina de Filosofia no dia 23 de Abril (domingo de manhã, entre as 10h e as 13h) no Espaço Positive Minds (na Ramada, Odivelas).


Toda a informação em http://bit.ly/2oHJXsi

 

Oficinas para crianças e jovens (dos 4 aos 14 anos) 

 

 

16473231_1862694140683354_843315416807084961_n.jpg

 

filosofia para crianças e jovens: formação e-learning

Pensar para Transformar / 25h 

e-learning 

via ClickProfessor.PT 

 

De 9 de maio a 1 de junho 2017

Destinada a professores de qualquer nível de ensino e grupo de recrutamento, incluindo Educação Especial.

 

2016-11-09 17.22.35.jpg

 

Programa, inscrições e informações disponíveis AQUI 

 

ACREDITAÇÃO

Esta ação de formação é acreditada pelo Conselho Científico-Pedagógico de Formação Contínua, em parceria com o Centro de Formação AlmadaForma e com o SINAPE, com 1 crédito para efeitos de progressão na carreira Docente.

 

Mais sobre mim

foto do autor

Subscrever por e-mail

A subscrição é anónima e gera, no máximo, um e-mail por dia.

@ creative mornings lx

Arquivo

  1. 2017
  2. J
  3. F
  4. M
  5. A
  6. M
  7. J
  8. J
  9. A
  10. S
  11. O
  12. N
  13. D
  14. 2016
  15. J
  16. F
  17. M
  18. A
  19. M
  20. J
  21. J
  22. A
  23. S
  24. O
  25. N
  26. D
  27. 2015
  28. J
  29. F
  30. M
  31. A
  32. M
  33. J
  34. J
  35. A
  36. S
  37. O
  38. N
  39. D
  40. 2014
  41. J
  42. F
  43. M
  44. A
  45. M
  46. J
  47. J
  48. A
  49. S
  50. O
  51. N
  52. D
  53. 2013
  54. J
  55. F
  56. M
  57. A
  58. M
  59. J
  60. J
  61. A
  62. S
  63. O
  64. N
  65. D
  66. 2012
  67. J
  68. F
  69. M
  70. A
  71. M
  72. J
  73. J
  74. A
  75. S
  76. O
  77. N
  78. D
  79. 2011
  80. J
  81. F
  82. M
  83. A
  84. M
  85. J
  86. J
  87. A
  88. S
  89. O
  90. N
  91. D
  92. 2010
  93. J
  94. F
  95. M
  96. A
  97. M
  98. J
  99. J
  100. A
  101. S
  102. O
  103. N
  104. D
  105. 2009
  106. J
  107. F
  108. M
  109. A
  110. M
  111. J
  112. J
  113. A
  114. S
  115. O
  116. N
  117. D
  118. 2008
  119. J
  120. F
  121. M
  122. A
  123. M
  124. J
  125. J
  126. A
  127. S
  128. O
  129. N
  130. D
  131. 2007
  132. J
  133. F
  134. M
  135. A
  136. M
  137. J
  138. J
  139. A
  140. S
  141. O
  142. N
  143. D
  144. 2006
  145. J
  146. F
  147. M
  148. A
  149. M
  150. J
  151. J
  152. A
  153. S
  154. O
  155. N
  156. D