Marjan Simenc

Projekt filozofije za djecu bio je radikalna inovacija. Povezao je djecu, školu i filozofiju na način koji je do tada bio nezamislivim. Karakteristična obilježja filozofije za djecu su njeno naglašavanje dijaloga te koncepcija mišljenja temeljena na uvjerenju u ljudsku pogrešivost. Pitanje je, međutim, je li i sam pokret filozofije za djecu dijalogičan i samo-korigirajući. Ovim radom nastoji se pokazati kako je pokret filozofije za djecu oblikovao otvoren prostor dijaloga u kojemu se može odvijati rasprava o novim filozofskim usmjerenjima. Međutim, Lipmanov kurikulum za filozofiju za djecu nije uključen u dijalog; posljedica je da taj kurikulum gubi na relevantnosti unutar filozofskoga istraživanja i riskira postati pukim povijesnim dokumentom.The Philosophy for Children project was innovative insofar as it established a new link between children, school and philosophy which was previously unthinkable. The characteristic emphasis of Philosophy for Children is on dialogue and on a conception of thinking based on a belief in human fallibility. The question, however, is whether or not the Philosophy for Children movement is itself dialogical and self-corrective. This article tries to show that Philosophy for Children as a movement has formed an open dialogical space in which the discussion of new philosophical orientations can take place. However, the Lipman curriculum for Philosophy for Children is not included in the dialogue; as a consequence this curriculum is losing its relevance within philosophical inquiry and it risks becoming solely a historical document

Filozofija za djecu veoma je uspješan program poučavanja filozofije, čija metoda se sve više upotrebljava i u drugim područjima, posebno u poučavanju kritičkog mišljenja, moralnog odgoja i građanskog odgoja. Autor pokušava pokazati da učinkovitost metode ne proizlazi samo iz premještanja težišta s učitelja na učenika, i s učenika na zajednicu, nego zasluge za široki spektar učinaka ovog programa treba prije svega pripisati posebnoj ulozi učitelja u zajednici istraživanja, koja omogućuje uspostavljanje procesa u kojem i samo znanje dobiva status bitnoga popratnog rezultata.Philosophy for children is a highly successful programme of teaching philosophy, the method of which is also used in other fields, particularly in teaching critical thinking, and moral and civil education. The author attempts to show that the effectiveness of the method does not issue from transferring the focus from the teacher to the student and from the student to the community alone; rather, the merits of the wide array of the advantages of this programme should primarily be ascribed to the special role of the teacher in the research community, which facilitates the establishment of a process in which knowledge itself gains the status of an important by-product