Springer Childhood, Philosophy and Open Society: Implications for Education in Confucian Heritage Cultures: 22 (Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 22)

This book develops a theory and practice of education from Karl Popper’s non-justificationist philosophy for promoting an open society, taking the form of an educational program for fostering critical thinking in children, especially in group discussion. From the Back Cover The purpose of this book is to develop a theory and practice of education from Karl Popper’s falsificationist philosophy for promoting an open society.  Specifically, the book is designed to develop an educational programme for achieving Popper’s ideal of fostering critical thinking in children for full participation in an open democratic society. Arguing that Matthew Lipman’s Philosophy for Children (P4C) programme can fulfil the requirements of Popper’s educational ideal in schools, this study conducted an experiment to assess the effectiveness of the programme in promoting students’ critical thinking in Hong Kong, China – arguably a Confucian heritage society.  The students who were taught P4C were found to perform better in the reasoning test than those who were not, to be capable of discussing philosophical problems in a competent way, and to have a very positive attitude towards doing philosophy in the classroom.  It was also found that P4C played a major role in developing the students’ critical thinking. Considering that the construction of children by adults as incompetent in the sense of lacking reason, maturity, or independence reinforces the traditional structure of adult authority over children in society, it runs counter to the goal of fostering critical thinking in children.  As a way to return justice to childhood and to effectively promote critical thinking in children, this study suggested reconstructing the concept of childhood, highlighting the importance of establishing a coherent public policy on promotion of agency in children and also the importance of empowering them to participate actively in research, legal, and educational institutions. About the Author Chi-Ming Lam is Assistant Professor in Philosophy and Education in the Department of International Education and Lifelong Learning at the Hong Kong Institute of Education.  His research interests include the philosophy of Karl Popper, critical thinking, and philosophy for children.  He has published and presented on these areas both nationally and internationally.