This paper presents a qualitative case study of a philosophy education program for adolescents, applying Lipman’s multidimensional thinking approach (MTA). Despite the increasing emphasis on developing thinking capacity recently, research on philosophy education for adolescents remains scarce, and qualitative studies or case analyses in real-world educational settings are even rarer.
To address this gap, this study analyzes the impact of a philosophy education program using MTA on the multidimen…
Read moreThis paper presents a qualitative case study of a philosophy education program for adolescents, applying Lipman’s multidimensional thinking approach (MTA). Despite the increasing emphasis on developing thinking capacity recently, research on philosophy education for adolescents remains scarce, and qualitative studies or case analyses in real-world educational settings are even rarer.
To address this gap, this study analyzes the impact of a philosophy education program using MTA on the multidimensional thinking of adolescents. The results show that participants’ multidimensional thinking developed through three stages: Stage 1 involves understanding concepts, Stage 2 involves locutionary acts of life application and articulation, and Stage 3 involves the pursuit of balance between critical, creative, and caring thinking.
This study contributes to filling the research gap by analyzing and presenting real-world cases of a philosophy education program for adolescents and introduces the new concept of thinking expansion. However, some exceptional cases and limitations were observed, suggesting the need for further discussions and studies in the future.
