The Effectiveness of Teaching Philosophy for Children Using the Classics of Persian Literature Stories on the Growth of the Moral Judiciary of elementary schools students

Document Type : Original Article

Authors

1 associate pro ofphilosophy of education, university of tabriz, tabriz, iran

2 Assistant Professor, Department of Educational Sciences, Farhangian University,. Tehran, Iran

Abstract

Background and Objectives: The classics of Persian literature Stories are full of moral concepts and discussions that can play an important role in the development of children's moral knowledge and practice. The present study was conducted to improve the effectiveness of teaching philosophy for children using the stories of classical Persian literature on the growth of moral judgments of children in Tabriz. Methods: The present study is a quasi-experimental research with pre-test and post-test design with control group. 60 children of Tabriz schools were selected and randomly divided into experimental and control groups (30 individuals). The instrument of Judicial Examination Questionnaire (MJT) was used as pre-test and post-test in this study. An interventional program designed based on the stories of classical Persian literary texts as an independent variable in 8 sessions of one hour, two sessions per week were conducted on them. Findings: The findings of the analysis of covariance of data showed that teaching the stories of classical Persian literature had a significant effect on the growth of moral judgments and its components on the children of Tabriz city. Conclusion: According to the findings of the research, it can be concluded that the classical Persian literature is one of the rich sources for compiling and designing the content of elementary school curriculum for the teaching of moral concepts.

Keywords

Main Subjects

References

Anderson, J. H. (2007). The Role of Storytelling and Personal Narrative in Cognitive, Moral, and Oral Language Development (Doctoral dissertation, Evergreen State College).
Brahman, Maryam; Khodabakhshi Sadeqabadi, Fatemeh. (2017). Teaching Philosophy to Children. New Advances in Behavioral Sciences, 2 (9): 90-104. [In Persian].
Campbell, H. (2006). Just planning: The art of situated ethical judgment. Journal of Planning Education and Research, 26(1), 92-106.
Cannaerts, N., Gastmans, C., & Casterlé, B. D. D. (2014). Contribution of ethics education to the ethical competence of nursing students: Educators’ and students’ perceptions. Nursing ethics, 21(8), 861-878.
Dahlstrom, M. F. (2014). Using narratives and storytelling to communicate science with nonexpert audiences. Proceedings of the National Academy of Sciences, 111(Supplement 4), 13614-13620.
Daniel, M. F., & Auriac, E. (2011). Philosophy, critical thinking and philosophy for children. Educational Philosophy and Theory, 43(5), 415-435.
Ghaedi, Yahya. (2004). A study of the theoretical foundations of teaching philosophy to children. Tehran: Davain. [In Persian].
Ghaedi, Yahya. (2007). The possibility of teaching philosophy to children: The challenge over the concept of philosophy, Curriculum Studies, (7), 61-94. [In Persian].
Goodwin, G. P., & Darley, J. M. (2008). The psychology of meta-ethics: Exploring objectivism. Cognition, 106(3), 1339-1366.
 
Gorard, S., Siddiqui, N., & See, B. H. (2015). Philosophy for Children: Evaluation Report and Executive Summary. Education Endowment Foundation.
Hwang, W. Y., Shadiev, R., Hsu, J. L., Huang, Y. M., Hsu, G. L., & Lin, Y. C. (2016). Effects of storytelling to facilitate EFL speaking using Web-based multimedia system. Computer Assisted Language Learning, 29(2), 215-241.
Imanzadeh, A. (2011). Poststructuralism plurallism and its challenges for islamic education. 2nd International Conference on Islamic Education, 19-  21 December 2011, Bangi - Putrajaya, Selangor, Malaysia.
 
Jaggar, A. M. (2013). Feminist ethics. The Blackwell guide to ethical theory, 433-460.
Khademi, Malook; Mehrovali, Fatemeh. (2015). A study of Quranic storytelling as an active method in teaching morality. Bi-Quarterly Scientific Research Journal of Islamic Education, 10(20), 51-71. [In Persian].
Larrabee, M. J. (2016). An ethic of care: Feminist and interdisciplinary perspectives. Routledge.
Lind, G. (2017). The Theory of Moral-Cognitive Development A Socio-Psychological Assessment. In Moral Judgments and Social Education (pp. 25-48). Routledge.
Martin, C. G. (2016). The" Reason" of Radical Evil: Shakespeare, Milton, and the Ethical Philosophers. Studies in Philology, 163-197.
Murris, K. S. (2008). Philosophy with children, the stingray and the educative value of disequilibrium. Journal of Philosophy of Education, 42(3‐4), 667-685.
Narvaez, D., & Bock, T. (2014). Developing ethical expertise and moral personalities. Handbook of moral and character education, 140-158.
Narvaez, D., & Gleason, T. (2007). The relation of moral judgment development and educational experience to recall of moral narratives and expository texts. The Journal of genetic psychology, 168(3), 251-276.
Nguyen, N. T., Basuray, M. T., Smith, W. P., Kopka, D., & McCulloh, D. (2008). Moral issues and gender differences in ethical judgment using Reidenbach and Robin’s (1990) multidimensional ethics scale: Implications in teaching of business ethics. Journal of Business Ethics, 77(4), 417-430.
Parsa, Seyyed Ahmad. (2015). Mythological motifs of the story of good and evil in Haftpaykarnizami. Mystical and Mythological Literature, 11(38), 41-56. [In Persian].
Price, J., & Shildrick, M. (2017). Feminist theory and the body: a reader. Routledge.
Rahmandoost, Mustafa (2008). Storytelling and its importance and traditions. Tehran: Roshd. [In Persian].
Raji, Malihe. (2016). An exploration into the theoretical foundations and theoretical-educational origins of philosophy for children. Tehran: Institute of Humanities and Cultural Studies.
Ritzer, G., & Stepnisky, J. (2017). Modern sociological theory. SAGE Publications.
Reason, M., & Heinemeyer, C. (2016). Storytelling, story-retelling, storyknowing: towards a participatory practice of storytelling. Research in Drama Education: The Journal of Applied Theatre and Performance, 21(4), 558-573.
Sadeghi, Masoumeh; Gholamhosseinzadeh, Gholamhossein. (2012). The role of familiarity with classical Persian literature in contemporary fiction writing, Sixth Literary Research Conference, Tehran, Shahid Beheshti University. [In Persian].
Sattari, Ali. (2014). Critique of the Philosophical Foundations of Philosophy for Children. Qom: Seminary and University Research Institute. [In Persian].
Seifi Gandani, Mohammad Yasin; Shaghaghi, Farhad; Kalantari Meybodi, Sara. (2011). The effectiveness of a philosophy education program for female students on their self-esteem and problem-solving ability. Quarterly Journal of Applied Psychology 5(2): 66-8. [In Persian].
Sinha, Dur and Varma, Mira. (1998). Moral Judgment Test (MJT). Translated by Abolfazl Karami. (2006), Tehran: Rawan Tajhiz Sina. [In Persian].
Sirousi, Mahsa; Dokaneifard, Farideh; and Hassani, Fariba. (2011). Studying the effect of group story teaching on moral judgment of fourth grade female students in public elementary schools in Tehran. Quarterly Journal of Psychological Research, 3(11):23-32. [In Persian].
Topping, K. J., & Trickey, S. (2014). The role of dialog in philosophy for children. International Journal of Educational Research, 63, 69-78.
Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children—after Matthew Lipman?. Journal of Philosophy of Education, 45(2), 171-182.
Zarghami, Saeed. (2015). A look at philosophy for children from the perspective of philosophy of education. Tehran: Institute of Humanities and Cultural Studies. [In Persian].
Journals of Research in Teacher Education Curriculum Studies
Volume 4, Issue 1 - Serial Number 6
August 2024
Pages 134-149

Files

Share

How to cite

Statistics