Philosophy for children in Saudi Arabia and its impact on non-cognitive skills
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Childhood & Philosophy (Rio de Janeiro. Online) |
Texto Completo: | https://www.e-publicacoes.uerj.br/childhood/article/view/75190 |
Resumo: | This study examines the effects of teaching philosophy for children (P4C) on the development of non-cognitive skills among students. Although the main focus of modern schooling is on attainment, non-cognitive skills and attitudes are still within the scope of modern education. The Ministry of Education in Saudi Arabia introduced a new policy to teach critical thinking and philosophy in its public schools in 2017. Although the effects of teaching philosophy on cognitive skills have been well-researched, fewer studies have studied the effects the teaching philosophy has on non-cognitive skills. The current study is the first to explore this issue in the Saudi educational context. This paper presents findings from a quasi-experiential design using 28 students in a Saudi elementary public school. An experimental group of sixth-graders participated in Philosophy for Children (P4C) sessions for 3 months, while the other group of sixth-graders did not receive any philosophy-related training. To collect data, the researchers used a survey designed for non-cognitive outcomes. The results show that the P4C group ranked higher in measures of communication, sociability, self-confidence, determination, willingness to try new things, happiness, and solving problems. On the other hand, the results show that the P4C group lagged behind in terms of empathy, democracy, and diversity compared to the experimental group. However, the differences are minor, and the sample is small. Nonetheless, the results are promising in indicating that P4C can improve students’ non-cognitive skills. |
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Philosophy for children in Saudi Arabia and its impact on non-cognitive skillsfilosofia para crianças na arábia saudita e seu impacto nas habilidades não-cognitivasla filosofía para niños en arabia saudí y su impacto en las habilidades no cognitivasP4CNon-Cognitive SkillsElementary EducationTeaching PhilosophyPWCPhilosophy with children.This study examines the effects of teaching philosophy for children (P4C) on the development of non-cognitive skills among students. Although the main focus of modern schooling is on attainment, non-cognitive skills and attitudes are still within the scope of modern education. The Ministry of Education in Saudi Arabia introduced a new policy to teach critical thinking and philosophy in its public schools in 2017. Although the effects of teaching philosophy on cognitive skills have been well-researched, fewer studies have studied the effects the teaching philosophy has on non-cognitive skills. The current study is the first to explore this issue in the Saudi educational context. This paper presents findings from a quasi-experiential design using 28 students in a Saudi elementary public school. An experimental group of sixth-graders participated in Philosophy for Children (P4C) sessions for 3 months, while the other group of sixth-graders did not receive any philosophy-related training. To collect data, the researchers used a survey designed for non-cognitive outcomes. The results show that the P4C group ranked higher in measures of communication, sociability, self-confidence, determination, willingness to try new things, happiness, and solving problems. On the other hand, the results show that the P4C group lagged behind in terms of empathy, democracy, and diversity compared to the experimental group. However, the differences are minor, and the sample is small. Nonetheless, the results are promising in indicating that P4C can improve students’ non-cognitive skills.Este estudo examina os efeitos do ensino de Filosofia para Crianças (FpC) no desenvolvimento de habilidades não-cognitivas entre os/as estudantes. Embora o foco principal da escolarização moderna esteja nos resultados, as habilidades e atitudes não-cognitivas ainda estão no escopo da educação moderna. Em 2017, o Ministério da Educação da Arábia Saudita introduziu uma nova política para ensinar o pensamento crítico e a filosofia em suas escolas públicas. Apesar de os efeitos do ensino de filosofia nas habilidades cognitivas terem sido amplamente pesquisados, poucos estudos investigaram os efeitos do ensino de filosofia nas habilidades não-cognitivas. O presente estudo é o primeiro a explorar essa questão no contexto educacional saudita. Este artigo apresenta resultados de um desenho de pesquisa quase-experimental, no qual participaram 28 estudantes de uma escola pública saudita de ensino fundamental. Um grupo experimental de alunos/as da 6ª série participou de sessões de Filosofia para Crianças durante três meses, enquanto outro grupo de alunos/as da 6ª série não recebeu nenhuma formação relacionada à filosofia. Para coletar dados, os pesquisadores criaram um questionário para obter resultados não-cognitivos. Os resultados mostram que o grupo que participou das sessões de Filosofia para Crianças (FpC) alcançou melhores colocações nas medidas de comunicação, sociabilidade, autoconfiança, determinação, disposição para tentar coisas novas, felicidade e resolução de problemas. Por outro lado, os resultados mostram que o grupo com FpC ficou atrás em termos de empatia, democracia e diversidade, comparado ao grupo experimental. No entanto, as diferenças são mínimas e a amostra é pequena. Ainda assim, os resultados são promissores ao indicar que a FpC pode melhorar as habilidades não-cognitivas dos estudantes.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.Universidade do Estado do Rio de Janeiro2023-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/7519010.12957/childphilo.2023.75190childhood & philosophy; Vol. 19 (2023); 01-24childhood & philosophy; v. 19 (2023); 01-24childhood & philosophy; Vol. 19 (2023); 01-241984-5987reponame:Childhood & Philosophy (Rio de Janeiro. Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJporhttps://www.e-publicacoes.uerj.br/childhood/article/view/75190/48379Copyright (c) 2023 Emad Abbas Alzahrani, Abdullah Almutairiinfo:eu-repo/semantics/openAccessalzahrani, emad abbasalmutairi, abdullah2023-12-18T11:09:37Zoai:ojs.www.e-publicacoes.uerj.br:article/75190Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2023-12-18T11:09:37Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.none.fl_str_mv |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills filosofia para crianças na arábia saudita e seu impacto nas habilidades não-cognitivas la filosofía para niños en arabia saudí y su impacto en las habilidades no cognitivas |
title |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills |
spellingShingle |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills alzahrani, emad abbas P4C Non-Cognitive Skills Elementary Education Teaching Philosophy PWC Philosophy with children. |
title_short |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills |
title_full |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills |
title_fullStr |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills |
title_full_unstemmed |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills |
title_sort |
Philosophy for children in Saudi Arabia and its impact on non-cognitive skills |
author |
alzahrani, emad abbas |
author_facet |
alzahrani, emad abbas almutairi, abdullah |
author_role |
author |
author2 |
almutairi, abdullah |
author2_role |
author |
dc.contributor.author.fl_str_mv |
alzahrani, emad abbas almutairi, abdullah |
dc.subject.por.fl_str_mv |
P4C Non-Cognitive Skills Elementary Education Teaching Philosophy PWC Philosophy with children. |
topic |
P4C Non-Cognitive Skills Elementary Education Teaching Philosophy PWC Philosophy with children. |
description |
This study examines the effects of teaching philosophy for children (P4C) on the development of non-cognitive skills among students. Although the main focus of modern schooling is on attainment, non-cognitive skills and attitudes are still within the scope of modern education. The Ministry of Education in Saudi Arabia introduced a new policy to teach critical thinking and philosophy in its public schools in 2017. Although the effects of teaching philosophy on cognitive skills have been well-researched, fewer studies have studied the effects the teaching philosophy has on non-cognitive skills. The current study is the first to explore this issue in the Saudi educational context. This paper presents findings from a quasi-experiential design using 28 students in a Saudi elementary public school. An experimental group of sixth-graders participated in Philosophy for Children (P4C) sessions for 3 months, while the other group of sixth-graders did not receive any philosophy-related training. To collect data, the researchers used a survey designed for non-cognitive outcomes. The results show that the P4C group ranked higher in measures of communication, sociability, self-confidence, determination, willingness to try new things, happiness, and solving problems. On the other hand, the results show that the P4C group lagged behind in terms of empathy, democracy, and diversity compared to the experimental group. However, the differences are minor, and the sample is small. Nonetheless, the results are promising in indicating that P4C can improve students’ non-cognitive skills. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-11-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/75190 10.12957/childphilo.2023.75190 |
url |
https://www.e-publicacoes.uerj.br/childhood/article/view/75190 |
identifier_str_mv |
10.12957/childphilo.2023.75190 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.e-publicacoes.uerj.br/childhood/article/view/75190/48379 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Emad Abbas Alzahrani, Abdullah Almutairi info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Emad Abbas Alzahrani, Abdullah Almutairi |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
publisher.none.fl_str_mv |
Universidade do Estado do Rio de Janeiro |
dc.source.none.fl_str_mv |
childhood & philosophy; Vol. 19 (2023); 01-24 childhood & philosophy; v. 19 (2023); 01-24 childhood & philosophy; Vol. 19 (2023); 01-24 1984-5987 reponame:Childhood & Philosophy (Rio de Janeiro. Online) instname:Universidade do Estado do Rio de Janeiro (UERJ) instacron:UERJ |
instname_str |
Universidade do Estado do Rio de Janeiro (UERJ) |
instacron_str |
UERJ |
institution |
UERJ |
reponame_str |
Childhood & Philosophy (Rio de Janeiro. Online) |
collection |
Childhood & Philosophy (Rio de Janeiro. Online) |
repository.name.fl_str_mv |
Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ) |
repository.mail.fl_str_mv |
wokohan@gmail.com || wokohan@gmail.com |
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1799317592970625024 |