The Friendship: Necessity or Obstacle foe philosophizing in Community of Inquiry Redefinition of Caring Friendship in “Philosophy for Children” program

پژوهش نامه مبانی تعلیم و تربیت

Article 2, Volume 8, Issue 1 - Serial Number 15, December 2017, Pages 21-42   

Document Type: پژوهشی

DOI: 10.22067/fedu.v8i1.68972

Author

mehrnoosh hedayati^*

Institute of Humanties and Cultural Studies

Abstract

The aim of this article is to study the status of the phenomenon of friendship, as one of the most important challenges of human’s social life, especially during school time, on epistemological development in the "Community of Philosophical Inquiry"(CPI). To achieve this goal, the method of content analysis and logical deduction was used. According to the study, communal critical and creative dialogue, in Community of Philosophical Inquiry leads always to two challenges: firstly, in the case of participation in a critical dialogue, there is a possibility of demolition friendship, and the second concern is the reduction of epistemic progress in the CPI, because the friends will not be able to participate in the critique process and innovative different ideas during the dialogue, and follow the more powerful classmate’s idea . It seems, therefore, that as these reflection movements require changes in the hardware of the traditional education system, changing in the field of educational softwares, such as the concept of friendship, is necessary. Nurture Caring Thinking, besides critical and creative thinking Skills, can modified and redefines the concept of friendship in the minds of children as a caring phenomenon with entire aspects. In this present article, while explaining the necessity of the friendship in school, will affirm the particular impact of this phenomenon on the epistemological and philosophical advancement in CPI, and the redefinition of the concept of friendship from surface and confirmed based relation to caring, thoughtful and developmental relation.

Keywords

Friendship; Community of Inquiry; caring thinking; Caring Friendship

References

Adams, R. E; Santo, J. B. & Bukowski, W. M. (2011). The presence of a best friend buffers the effects of negative experiences. Developmental Psychology, 47(6), 1786- 1791.

Alavipour, S.M. (2010). The Relation between Self and Political Power in St. Augustines Thought. Research in Theoretical Politics, 5(10), 47-76. (In Persian)

Allan, G. (1996). Kinship and Friendship in Modern Britain. Oxford: Oxford University Press.

Aristotle (2011). Nicomachean ethics (2nd Ed.). (M.H. Lotfi‌‌‌ e Tabrizi, Trans). Tehran: Kharazmi Pub. (In Persian)

Badhar, N. (1993). Friendship: A Philosophical Reader. New York: Cornell University Press.

Bellah, R. N. (2004). Education for justice and the common good. Conversations on Jesuit Higher Education, 25(2), 28–37.

Brendt, T.J. (1999). Friends’ influence on students’adjustment to school. Educational Psychologist. 34, 15–28.

Brahm, B. A., & Bowling, C. J. (2009). Family and Consumer Sciences fact sheet: Building caring communities to support families. Columbus, OH: Ohio State University Extension.

Brendt, T.J. (2002). Friendship Quality and Social Development. Current Directions in Psychological Science, 11(1), 7-10.

Campell, K., Holderness, N. & Riggs, M. (2015). Friendship chemistry: An examination of underlying factors. The Social Science Journal, 52, 239-247.

Cooperrider, D. L. & Srivastva, S. (1987). Appreciative Inquiry in Organizational Life. Research in Organizational Change and Development, 1, 129-169.

Costa, A. &Kallick, B. (1993). Through the lens of a critical friend. Educational leadership, 51(2), 49–51.

Cowen, J. (2014). Noteworthy matters for attention in reflective journal writing. Active Learning in Higher Education, 15(1).

Damon, W. (1983). Social & Personality Development. New York: Norton & Company.

Daniel, M. & Auric, E. (2011). Philosophy, critical thinking and philosophy for children. Educational Philosophy and Theory, 43(5), 415-435.

Davey, S. (2004a). Creative, critical, and caring engagement— philosophy through inquiry.Retrieved from: http://www.inter-disciplinary.net/ati/education/cp/ce2/Davey%20paper.pdf

Davey, S. (2004b).Consensus, Caring and Community: An Inquiry into Dialogue. Analytic Teaching, 25(1), 18-51.

Davey, S. (2012). The Socratic Classroom: Reflective Thinking through Collaborative Thinking. Rotterdom: Sense Publishers.

DeSousa, D. A. & Cerqueira-Santos, E. (2012). Intimate Friendship Relationships among Young Adults. Psicologia: Teoria e Pesquisa, 22(53), 325-333.

Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California critical thinking disposition inventory. Journal of Nursing Education, 33, 345-350.

Fisher (2013) Teaching Thinking: Philosophical Enquiry in the Classroom. London: Bloomsbury.

Fearnley-Sander, M. (1998). Care and the Force of the Argument in Respecting Difference. Thinking: The Journal of Philosophy for Children, 14(1), 24–28.

Ghaedi, Y. (2016). The basical Theory of Philosophy for Children. Tehran: Meraat Pub. (In Persian)

Gutierrez-Santiuste, E., Rodriguez-Sabiote, C.; Gallego-Arrufat, M.J. (2015). Cognitive presence through social and teaching presence in communities of inquiry: A correlational–predictive study. Australasian Journal of Educational Technology, 31(3), 349-362.

Hartley–Brewer, E. (2009). Making Sense of Your Child’s Friendships. Piccadilly Press.

Hedayati, M. (2017a). Trust to Children. Tehran: IHCS. (In Persian).

Hedayati, M. (2017b). A Healthy Climbing: The Critical Care Approach. Journal of Critical Litrature and Humanities, 17(7), 235-252. (In Persian).

Hejazi, E. &Zohrevand, Z. (2001). The survey of friendship Crateria and Qualities in Child and Adolescence Girls. Journal of Psychology and Education, 6(1), 1-20. (In Persian)

Helm, B. (2005). Friendship. In Zalta, E. N. (Ed.). The Stanford Encyclopedia of Philosophy. http://plato.stanford.edu/.

Johnston, D. K. (2006). Education for a caring society: classroom relationships and moral action. Teachers College, Columbia University.

Kennedy, D. (2012). Lipman, Dewey, and the Community of Philosophical Inquiry. Education & Culture, 28(2), 36-53.

Kizel, A. (2017). Philosophical communities of inquiry: the search for and finding of meaning as the basis for developing a sense of responsibility. Childhood & Philosophy, 13(26), 87-103.

Leszczensky, L.; Pink, S. & Kalter, F. (2015). Friendship and Identity in School. University Mannheim.

Lipman, M. (2003) Thinking in Education (Second Edition), Cambridge: Cambridge University Press.

Lipman, M.; Sharp, A. M. and Oscanyan, F. S. (1980) Philosophy in the Classroom. Philadelphia: Temple University Press.

Lipman, M., Sharp, A. M. (2015). Ethical Inquiry: Instructional manual to accompany Lisa. 2nd Ed. (R. Karimi, Trans). Tehran: IHCS. (In Persian).

Marsal, E.; Dobashi, T.; Weber, B. (Eds.). (2009). Children Philosophize Worldwide: Theoretical and Practical Concepts. Peter Lang: Internationaler Verlag.

Maraashi, M., Ghaedi, Y. (2015). Community of Inqiry: Basics and Functions. Tehran: IHCS. (In Persian).

Naji, S. (2016). Philosophical Inquiry for Children. Vol.2. Tehran: IHCS. (In Persian).

Noddings, N. (1984). Caring: A Feminine Approach to Ethics and Moral Education. Berkeley: University of California Press.

Nichols, M. P. (2006). Friendship and Community in Plato's "Lysis". The Review of Politics, 68(1), 1-19.

Obiunu, J.J. (2015). Relationship between Parents and Peer Influencences on Qualities of Adolescent Friendship. Journal of Education and Practice, 6(8), 128-133.

Pappano, L. (2004). Offering aid to parents. Boston Globe.

Parvinian, M., Rahimzade, L., Tajbakhsh, F. & Talegani, L. (2016). A discussion plan for the management of the “Philosophy and Child” classes. Tehran: Sadra Pub. (In Persian).

Radji, M. (2016). An Inquiry into the Theoretical-Educational Fundations and Origins of Philosophy for Children. Tehran: IHCS. (In Persian).

Roumer, L. (1994). The Changing Face of Friendship. Notre Dame, Indiana: University of Notre DamePress.

Schertz, M. (2006). Empathic Pedagogy: Community of Inquiry and the Development of Empathy. Analytic Teaching, 26 (1), 8-14.

Selman, R. L. (2007). Promotion of social awareness: powerful lessons from the partnership of developmental theory and classroom practice. New York: Russell Sage.

Sharp, A. (2007). Education of the Emotions in the Classroom Community of Inquiry. Gifted Education International, 22(2), 248-257

Sharp, A. M. (2014). The other dimension of caring thinking. Journal of Philosophy in School, 1(1).

Snyder, M., & Smith, D. (1986). Personality and Friendship. In Derlega & Winstead (Eds.), Friendship and Social Interaction (pp. 63–80). New York: Springer-Verlag.

Sprod, T. (2001). Philosophical Discussion in Moral Education: The community of ethical inquiry. London and New York: Routdlege.

Treffinger, D. J. (2014). The Role of Creativity and Problem Solving inBuilding and Sustaining Caring Communities. Waco, TX: Prufrock Press.

Turgeon, W. C. (2012). The Place of ‘Philosophy’ in Preparing Teachers to Teach Pre-College Philosophy: Notes for a conversation. Analytic Teaching and Philosophical Praxis, 32(2), 68-74.

Yorshansky, M. (2007). Democratic Education and the Consept of Power, Critical and Creative Thinking. The Australian Journal of Philosophy in Education, 15(1), 15-35.