By Chi-Ming Lam

Lam, Chi-Ming - Childhood, Philosophy and Open Society. Implications for schooling in Confucian historical past Cultures (Education within the Asia-Pacific sector: matters, matters and customers, Vol. 22). 2013, XIII, 185 p. 1 illus. ISBN: 978-981-4451-05-5 (Print) 978-981-4451-06-2 (Online)

The first try and explicate how Lipman’s Philosophy for kids programme is helping to accomplish Popper’s academic perfect of fostering severe considering in young ones for complete participation in an open society
In constructing a Popperian concept and perform of schooling, not just explores Popper’s epistemological, political, and pedagogical matters, but in addition considers the similar sociological implications
Reports the 1st systematic research into the effectiveness of Lipman’s Philosophy for kids programme on selling children’s severe considering in Hong Kong, China – arguably a Confucian history society
The goal of this e-book is to improve a thought and perform of schooling from Karl Popper’s falsificationist philosophy for selling an open society. in particular, the publication is designed to enhance a tutorial programme for reaching Popper’s excellent of fostering serious pondering in youngsters for complete participation in an open democratic society.

Arguing that Matthew Lipman’s Philosophy for kids (P4C) programme can fulfil the necessities of Popper’s academic excellent in faculties, this research carried out an scan to evaluate the effectiveness of the programme in selling students’ serious considering in Hong Kong, China – arguably a Confucian history society. the scholars who have been taught P4C have been stumbled on to accomplish higher within the reasoning try out than those that weren't, to be able to discussing philosophical difficulties in a reliable method, and to have a really confident angle in the direction of doing philosophy within the school room. It used to be additionally chanced on that P4C performed an important function in constructing the students’ severe thinking.

Considering that the development of youngsters via adults as incompetent within the feel of missing cause, adulthood, or independence reinforces the conventional constitution of grownup authority over little ones in society, it runs counter to the objective of fostering serious pondering in little ones. which will go back justice to youth and to successfully advertise serious pondering in teenagers, this research recommended reconstructing the idea that of formative years, highlighting the significance of creating a coherent public coverage on merchandising of enterprise in young children and likewise the significance of empowering them to take part actively in learn, criminal, and academic institutions.

Keywords: youngsters organization in Hong Kong - Confucian background cultures - Karl Popper - Matthew Lipman - Philosophy for kids - Popperian concept schooling - children's serious pondering - proposal of early life - academic programme severe pondering - selling open society

Table of contents
Front subject. Pages i-xiii
Introduction. Pages 1-6
Theoretical and sensible Justifications for Popper’s Non-justificationism. Pages 7-39
Education for Open Society as a tutorial perfect. Pages 41-65
An Empirical research of the Effectiveness of Lipman’s Philosophy for kids Programme on selling Children’s serious pondering in Hong Kong, China. Pages 67-120
Reconceptualisation of youth for selling Justice in an Open Society. Pages 121-169
Conclusions. Pages 171-178
Back subject. Pages 179-185

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Extra resources for Childhood, Philosophy and Open Society. Implications for Education in Confucian Heritage Cultures

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G. g. “long” is not a long word, “Chinese” is not a Chinese word). It arises when we consider whether the word “heterological” is heterological: on one hand, if “heterological” is a heterological word, then it is clearly autological (by definition), yet heterological (by assumption); on the other hand, if “heterological” is not a heterological word, then it is clearly heterological (by definition), yet autological (by assumption). In either case, a contradiction results. 20 2 Theoretical and Practical Justifications for Popper’s Non-justificationism rigorously logical argument: using logic, and presupposing logic, we reach illogic (Bartley, 1980).

One sense, which is the focus of empirical investigations, is to examine instances that are predicted not to have the target property, or to conduct negative tests. The other sense, which is emphasized by Popper, is to examine instances that are most expected to falsify the hypothesis. g. g. g. g. “three even numbers”). g. g. “consecutive even numbers”).

Echoing the findings of these two studies, Vartanian, Martindale, and Kwiatkowski (2003) showed that reliance on a mixed strategy of confirmation and disconfirmation in the early and later stages of hypothesis testing respectively appeared to be quite advantageous. In fact, in order to defend Faraday against the charge that his deliberate neglect of the disconfirmatory experiments (conducted in 1831 as part of his discovery of electromagnetic induction) reflected a confirmation bias on his part, Tweney and Chitwood (1995) argue instead that what Faraday had done simply manifested a sophisticated use of such a “confirm early, disconfirm late” strategy, and explained in detail that Nature is chaotic in its character and will frequently provide false feedback to the inquirer … many of the experiments tried by Faraday were in fact producing the expected effects but the effects were small and could not be detected with Faraday’s insensitive apparatus.

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