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Thinking like children: “Doing” and “BreedingThinking”
Author: Chen Yongbao
Source: Author Author Author Authorized Confucian Network, Original from “New Children’s Research” 2022 Third Edition
Abstract: Can teachers remove the “pointer” color in the teaching of children’s philosophy, and change to “participant” color is a main aspect of thinking in the teaching of children’s philosophy. The component recognition of “participants” is not to deny the teacher’s “power” and constitute the “adults release power to children” initiated by Marcius, but to emphasize the mutual relationship between teachers and children. In this relationship, teachers use “participants” to enter the “doing” of children’s philosophy, and through “demonstration” teaching or learning children’s “demonstration”, they discover problems in teaching and find solutions. The story of “Zeng Zi’s Water” in “Theory” can be understood as a form of this teaching method. It is emphasized that the focus of “doing” philosophy in children’s philosophy is not “doing”, but “thinking” arises when “doing”, that is, the stimulation of children’s awareness of problems and the cultivation of criticism and reflection. Make the philosophy of “doing” back to the first aspirations of children’s philosophy teaching.
Keywords: guide; do; mutual as subject; authority; demonstration
Author: Chen Yongbao, Ph.D., Taiwan’s Doctor of Philosophy, and Special Associate Researcher at the University of Science and Technology. The purpose of the discussion is: Tong philosophy, Zhu Xi science, and aesthetics.
1. Media
In the reality of child philosophy, although a “activity” that “surrounds children”, a careful analysis reveals that these are mostly “another” and “language” that uses activities as the manifestation. However, this is actually through “the language translated by activity”. In other words, the teaching activities of speech are replaced by a physical method, and the essence is still a “language” philosophy with “speaking”. For this kind of philosophy of “speak”, on the one hand, it emphasizes the importance of “speak” that philosophy itself contains. In other words, whether it is a way of judging logical thinking, or seeking the basic theory of the origin of all things, or exploring the ethics of social relations, they all use “talk” as their skill. Because this philosophical method is adopted by most philosophical researchers, it has become a clear emphasis on “talking”, which has led people to limit their thinking on philosophy to the aspect of “talking”.
In this great landscape, although we have always emphasized the “In terms of activities, it is difficult to finally discuss the principle of escaping the “talk”. What needs to be clarified here is that “talk” as a philosophical learning and training method, it has a fairness. We can even say that in most cases, In terms of “talking” of children’s philosophy, they have achieved gratifying results in the cost of teaching time and the learning consequences. However, due to the emphasis on “talking”, the children’s philosophy of this kind is likely to “live in the process of “talking”. The movement has become a “word” and the activity is a “movement” and the activity is a “movement”. Thus, the existence scope and behavioral value of children’s philosophy have been greatly affected. Therefore, the two problems in the two aspects need to be solved: one is to carry out children’s philosophy Learn age setting. That is to say, if there is no child without sayings, the child philosophy will not exist. However, there are disputes about the practice of restricting child philosophy. Michael Sigmund Siegmund pointed out that there is no “upper limit” of the minimum age for “doing philosophy”. The biggest limitation is the expression of thinking. … Contemporary neuroscience research can help us understand the learning process of children. I think it will be fixed The upper limit of age is absurd to be philosophical (from the general sense) . [1]
But in practice, teachers (or parents) rarely pay attention to the training of children’s philosophy in the previous language period [2] due to the lack of “speaking” performance. This has led to our Purchasing ClubThe children’s dedication and teaching are often irrelevant to children’s philosophy. Even the ministers of the department pay attention to prenatal education far more than “prenatal children”. For example, during the mother’s conception stage, the reborn parents gather online information, listen to music and talk about the truth. Things and other methods are used to develop children’s “future intelligence”. However, when children are born, their focus is often lowered from the children’s quarrels and “indescribable” to the “beast form”. That is, when parents find that children are “not interested” in the music and stories they use, their cultivation of children will change to the children’s Baoke message board is treated as a “pet” to feed. Of course, here we don’t need to investigate the differences between young parents’ thoughts on rebirth before and after their thoughts. [3] The lack of children’s philosophy teaching presented by reborn parents is often an immediate fact. And it is very surprising that this “missing” will not disappear due to the end of the “run-in period” between reborn parents and the baby, but will always exist at the end of the child’s family life. Until most families have been “strongly expected” by children’s philosophy teachers, parents can only be with the “strong plan” of children’s philosophy teachers.Recalling the child philosophy that children had practiced during the “conceived” period.
So, although Mikel Sigmund has always awakened the same facts of parents and teachers: the training of children’s philosophy is not age-limited for children. But the actual situation is that the basics of children’s philosophy training we see are all staying at the level of children over 3 years old and children have grasped the application of language, and have an interest in and unintentional neglect to the basics of children in the previous language period. This foundation has become a widespread phenomenon in the existence of children’s philosophy teaching.
For children in the predecessor, the lack of “child philosophy” training during the predecessor period is due to the lack of “child philosophy” training during the predecessor period, so we need to begin to reflect on whether the existing children’s philosophy methods can be adjusted. Or a child philosophical training that has to find another method, and this method can be an important part of the path to health. The author believes that “doing” children’s philosophy is comparable to “speaking” children’s philosophy. The former can be more suitable for children in this period. But the need indicates that “doing” is not just “adults do it and then learn from children”, or that adults can implement the so-called “children’s teaching and practical guidance” to enable children to achieve the certain “doing” goal. Instead, it is necessary to “adult learning from children”. Adults use the child’s method to participate in the “doing” of children and achieve empathy with the child, and integrate the training and thinking of children’s philosophy into teaching during the activities. [4] As long as this is the case, “doing” can make adults lose the “adult vision” and “adult dimension” thinking limitations. In the confinement of the beauty, the little girl wrapped the cat with a towel and put it into the cap, and grafted a teaching platform for the “activity”, so that children’s philosophy can be developed in a dithering way among children of all ages, especially those of the predecessors.
2. “Talent guidance” and “behavior guidance” are two important methods of contemporary teaching. The former is often the teaching method commonly used in children’s teaching because of the simplicity of the operation method and the expensive cost. Although the latter is valued by most families, due to the limitations of various conditions, it is often not widely selected by schools and families. For example, various sports training projects and various instrument learning are all based on behavior leading this model. What we need to point out here is that we use “language guidance” and “behavior guidance” to divide children’s teaching guidance, which is based on the two conditions of teaching systemization and systemization, and this condition is destined that “language guidance