la filosofía para niños en arabia saudí y su impacto en las habilidades no cognitivas

Autores/as

DOI:

https://doi.org/10.12957/childphilo.2023.75190

Palabras clave:

P4C, Non-Cognitive Skills, Elementary Education, Teaching Philosophy, PWC, Philosophy with children.

Resumen

Este estudio examina los efectos de enseñar filosofía para niños (FpN) en el desarrollo de habilidades no cognitivas entre los alumnos. Aunque el principal foco de la escolarización moderna está puesto en los resultados, las habilidades y actitudes no cognitivas siguen formando parte del ámbito de la educación moderna. El Ministerio de Educación de Arabia Saudí introdujo en 2017 una nueva política para enseñar pensamiento crítico y filosofía en sus escuelas públicas. Aunque los efectos de la enseñanza de la filosofía en las habilidades cognitivas han sido bien investigados, menos estudios han estudiado los efectos que la enseñanza de la filosofía tiene en las habilidades no cognitivas. El presente estudio es el primero en explorar esta cuestión en el contexto educativo saudí. Este trabajo presenta los resultados de un diseño cuasi-experiencial en el que participaron 28 alumnos de una escuela primaria pública saudí. Un grupo experimental de alumnos de sexto grado participó en sesiones de Filosofía para Niños (FpN) durante 3 meses, mientras que el otro grupo de alumnos de sexto grado no recibió ninguna formación relacionada con la filosofía. Para recoger los datos, los investigadores utilizaron una encuesta diseñada para obtener respuestas no cognitivas. Los resultados muestran que el grupo con FpN clasificó mejor en las mediciones de comunicación, sociabilidad, confianza en sí mismo, determinación, voluntad de probar cosas nuevas, felicidad y resolución de problemas. Por otra parte, los resultados muestran que el grupo con FpN quedó rezagado en términos de empatía, democracia y diversidad comparado con el grupo experimental. Sin embargo, las diferencias son menores y la muestra es pequeña. No obstante, los resultados son prometedores al indicar que la FpN puede mejorar las habilidades no cognitivas de los alumnos.

Citas

Al-Kinani. Mohammed. (2019). Critical thinking and philosophy to be taught in Saudi schools. Arab News. https://www.arabnews.com/node/1430586/saudi-arabia

Auriac-Slusarczyk, E., Maire, H., Thebault, C., & Slusarczyk, B. (2018). Improving the quality of philosophical writing: experimentation on the first philosophical compositions of 12 and 13-year-old pupils. Educational Review, 72(6), 729–751. doi:10.1080/00131911.2018.1546166

Anghel, B., & Balart, P. (2017). Non-cognitive skills and individual earnings: new evidence from PIAAC. SERIEs, 8(4), 417–73. doi:10.1007/s13209-017-0165-x.

Biesta, G. J. J. (2013). Beautiful Risk of Education. Interventions: Education, Philosophy, and Culture. London: Routledge.

Cassidy, C., Marwick, H., Deeney, L., & McLean, G. (2018). Philosophy with children, self-regulation and engaged participation for children with emotional-behavioural and social communication needs. Emotional and Behavioural Difficulties, 23(1), 81-96. doi: 10.1080/13632752.2017.1388654.

Chetty, D. (2018). Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry. Ethics and Education, 13(1), 39–54. doi:10.1080/17449642.2018.1430933

Chetty, D., & Suissa, J. (2017). ‘No go areas’: Racism and discomfort in the community of inquiry. In M. R. Gregory, J. Haynes, & K. Murris. (Eds.). The Routledge international handbook of philosophy for children. Abingdon: Routledge. doi: https://doi.org/10.4324/9781315726625.

Colom, R., Moriyón, F. G., Magro, C., & Morilla, E. (2018). The Long-Term Impact of Philosophy for Children: A Longitudinal Study (Preliminary Results). Analytic Teaching and Philosophical Praxis, 35(1), 50–56.

Daniels, H. (2016). Vygotsky and Pedagogy. 2a ed. London: Routledge.

DeAngelis, C. A. (2019). Divergences between effects on test scores and effects on non-cognitive skills. Educational Review, 1-12. doi:10.1080/00131911.2019.1646707

Dewey, J. (1990). The School and Society ; and, The Child and the Curriculum. University of Chicago Press.

D’Olimpio, L., & Teschers, C. (2017). Drama, gestures and philosophy in the classroom: playing with philosophy to support an education for life. In M. R. Gregory, J. Haynes, & K. Murris. (Eds.). The Routledge international handbook of philosophy for children. Abingdon: Routledge. doi: https://doi.org/10.4324/9781315726625

Doddington, C. (2014). Philosophy, Art or Pedagogy? How should children experience education? Educational Philosophy and Theory, 46(11), 1258–1269.

Echeverria, E., & Hannam, P. (2017). The community of philosophical inquiry (P4C): a pedagogical proposal for advancing democracy. In M. R. Gregory, J. Haynes, & K. Murris. (Eds.). The Routledge international handbook of philosophy for children. Abingdon: Routledge. doi: https://doi.org/10.4324/9781315726625.

Egalite, A. J., Mills, J. N., & Greene, J. P. (2016). The softer side of learning: measuring students’ non-cognitive skills. Improving Schools, 19(1), 27–40. https://doi.org/10.1177/1365480215616313

Fletcher, N. M., & Oyler, J. M. (2017). Curating an aesthetic space for inquiry. In M. R. Gregory, J. Haynes, & K. Murris. (Eds.). The Routledge international handbook of philosophy for children. Abingdon: Routledge. doi: https://doi.org/10.4324/9781315726625.

Gorard, S., Siddiqui, N., & See, B. H. (2015). Philosophy for Children: Evaluation Report and Executive Summary. Education Endowment Foundation. United Kingdom: Durham University.

Gorard, S., Siddiqui, N., & See, B. H. (2017). Can ‘Philosophy for Children improve primary school attainment?. Journal of Philosophy of Education, 51(1), 5-22.‏

Graham, A., Powell, M. A., Thomas, N., & Anderson, D. (2018). Reframing ‘well-being’ in schools: the potential of recognition. Cambridge Journal of Education, 47(4), 439-455. doi:10.1080/0305764X.2016.1192104

Gregory, M. R., Haynes, J., & Murris, K. (Eds.). (2017). The Routledge international handbook of philosophy for children. Abingdon: Routledge. doi: 10.4324/9781315726625.

House, Bob (2016). Closing the Achievement Gap with P4C. Creative Teaching and Learning, 6(2), 8-14.

Hand, M. (2008). Can Children be Taught Philosophy?. In M. Hand, C. Winstanley (Eds.). Philosophy in Schools. London: Continuum. doi: 10.5040/9781472541253.ch-001

Jagannathan, R., Camasso, M. J., & Delacalle, M. (2019). Promoting cognitive and soft skills acquisition in a disadvantaged public school system: evidence from the nurture thru nature randomized experiment. Economics of Education Review, 70, 173–191. doi:10.1016/j.econedurev.2019.04.005

Koons, R. C. (2019). Individualism vs. Collectivism. Academic Questions, 32(4), 529–541. doi:10.1007/s12129-019-09824-2

Levinas, E. (1969). Totality and Infinity: An Essay on Exteriority. Translated and edited by Alphonso Lingis. Pittsburgh, PA: Duquesne University Press.

Levinas, E. (1981). Otherwise than Being, or, Beyond Essence. Leiden: Nijhoff.

Lipman, M. (2008). A Life Teaching Thinking. Montclair: CA: Institute for the Advancement of Philosophy for Children.

Lipman, M. (1983). Lisa: reasoning in ethics. 2a ed. Montclair: Inst. Philosophy for Children.

Ministry of education. (2019). Critical thinking and philosophy skills. Riyadh: Published by the Ministry of Education.

Morgan, G. B., & Renbarger, R. L. (2018). Posttest-only control group design. In B. B. Frey (Ed.). The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation. Thousand Oaks: SAGE Publications. doi: https://dx.doi.org/10.4135/9781506326139

Mýtna Kureková, L., Beblavý, M., Haita, C., & Thumm A.-E. (2016). Employers’ skill preferences across europe: between cognitive and non-cognitive skills. Journal of Education and Work, 29(6), 662–687. https://doi.org/10.1080/13639080.2015.1024641

O’Riordan, N. J. (2016). Swimming against the tide: philosophy for children as counter-cultural practice. Education, 44(6), 648–60. doi: 10.1080/03004279.2014.991415

Pritchard, M. (2018). Philosophy for Children. December 14. Accessed 23 April 2023. https://plato.stanford.edu/entries/children/.

Rahdar, A., Pourghaz, A., & Marziyeh, A. (2018). The Impact of Teaching Philosophy for Children on Critical Openness and Reflective Skepticism in Developing Critical Thinking and Self-Efficacy. International Journal of Instruction, 11(3), 539–556. doi: 10.12973/iji.2018.11337a

Rajab, A., & Wright, N. (2020). The Idea of Autonomy and Its Interplay with Culture in Child-Centered Education: Evidence from Practitioners in Preschools in Saudi Arabia. Early Years: An International Journal of Research and Development, 40(2), 174–87. doi: 10.1080/09575146.2018.1434134

Raphael, J., Creely, E., & Moss, J. (2019). Developing a Drama-Based Inclusive Education Workshop about Disability for Pre-Service Teachers: A Narrative Inquiry after Scheler and Levinas. Educational Review, 74(5), 978-991. doi:10.1080/00131911.2019.1695105

Ratner, C. (2016). Culture-centric vs. person-centered cultural psychology and political philosophy. Language and Sociocultural Theory, 3(1), 11-25.

Sharp, A. M., & Laverty, M. (2018). Looking at Others’ Faces. In M. R. Gregory, & M. J. Laverty (Eds.). In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education. New York: Routledge.

Sanders, M. (2017). Little Philosophers: Assessing and Prompting Philosophical Reasoning with Children. Undergraduate Thesis. University of Mississippi.

Siddiqui, N., Gorard, S., & See, B. H. (2019). Can programmers like Philosophy for Children help schools to look beyond academic attainment? Educational Review, 71(2), 146-165.‏ doi: 10.1080/00131911.2017.1400948

Schuelka, M. J., Sherab, K., & Nidup, T. Y. (2019). Gross National Happiness, British Values, and Non-Cognitive Skills: The Role and Perspective of Teachers in Bhutan and England. Educational Review, 71(6): 748–66. doi:10.1080/00131911.2018.1474175

Tian, S., & Liao, P.-F. (2016). Philosophy for Children with Learners of English as a Foreign Language. Journal of Philosophy in Schools, 3(1), 40–58. doi:10.21913/jps.v3i1.1299

Trickey, S., & Topping, K. J. (2004). ‘Philosophy for Children’: A Systematic Review. Research Papers in Education, 19(3): 365–380. doi:10.1080/0267152042000248016.

Vallejo, M. (2018). Non-cognitive Skills and School Culture: a Qualitative Analysis. phD diss. University of Brandman.

Ventista, O. M. (2019). An Evaluation of the ‘Philosophy for Children’programme: The impact on Cognitive and Non-Cognitive Skills. phD. diss. University of Durham.

West, M. R., Kraft, M. A., Finn, A. S., Martin, R. E., Duckworth, A. L., Gabrieli, C. F. O., & Gabrieli, J. D. E. (2016). Promise and Paradox: Measuring Students’ Non-Cognitive Skills and the Impact of Schooling. Educational Evaluation and Policy Analysis, 38(1), 148–170. doi: 10.3102/0162373715597298

Yan, S. (2017). Meta-Analysis of the Effects of Philosophy for Children Program on Students’ Cognitive Outcomes. Master dess. Texas A&M of University.

Zulkifli, H., & Hashim, R. (2020). Philosophy for Children (P4C) in Improving Critical Thinking in a Secondary Moral Education Class. International Journal of Learning, Teaching and Educational Research, 19(2), 29-45. https://doi.org/10.26803/ijlter.19.2.3

Descargas

Publicado

2023-11-25

Cómo citar

alzahrani, emad abbas, & almutairi, abdullah. (2023). la filosofía para niños en arabia saudí y su impacto en las habilidades no cognitivas. Childhood & Philosophy, 19, 01–24. https://doi.org/10.12957/childphilo.2023.75190

Número

Vol. 19 (2023)

Sección

investigaciones / experiencias

Licencia

el copyright de cada artículo pertenece a cada autor. childhood & philosophy tiene el derecho a la primera publicación. el permiso de reimprimir cualquier artículo que haya aparecido en la revista necesita de la autorización escrita del autor. en adisión a cualquier forma de reconocimiento requerido por el autor el siguiente aviso debe ser añadido a la declaración de permiso en la reimpresión (con los números apropiados a los puntos suspensivos): [título del artículo] fue publicado originalmente en la infancia y la filosofía, tomo ..., número ..., pp. ...-...