Prominent Theorist Recommends Philosophy for Children

오늘 IAPC에서 온 편지입니다. 어린이 철학의 중요성에 대해 생각하게 하는 편지입니다.   이 편지에 소개된 누수바움이라는 미국철학자는 아주 아름다운 여성이라고 들었습니다. 그녀가 어린이 철학을 언급한 새 책을 내었나봅니다. 오래전에 LOVE라는 그녀의 책을 부분적으로 읽은 적이 있는데 이 책도 관심있게 봐야겠네요.     중요부분 대강 요약번역했습니다.   Prominent TheoristRecommends Philosophy for Children Maughn Gregory, January 2011 In her new book from Princeton University Press,Not for Profit: Why Democracy Needs the Humanities (2010), Americanphilosopher Martha Nussbaum recommends Philosophy for Children as an exemplary program of “Socratic pedagogy,” which, she argues, is a necessary component of education in democratic societies.  - 그녀는 민주사회를 위해 꼭 필요한 '소크라테스적 교육학'을 보여주는 프로그램으로 P4C(어린이 철학)를 추천.   Nussbaum calls attention to a“world-wide crisis in education” (2): making national economic growth itsprimary purpose. This crisis involves “radical changes … in what democraticsocieties teach the young,” (2) and in particular, the de-emphasis and evenelimination of teaching the humanities and the arts.    -  세계적인 교육위기 두 가지 : 첫째, 국가경제력 강화를 교육의 최우선 목표로 두는 것, 둘째, 인문학과 예술교육을 간과하는 것    Nussbaum’s ownphilosophy gives education three aims: to prepare people “for [democratic]citizenship, for employment and, importantly, for meaningful lives” (9). As her title indicates, the book’s focus is on the first of these aims,and its argument may be summed up in two statements: democracy requires threebroad kinds of abilities - “the ability to think critically; the ability totranscend local loyalties and to approach world problems as a “citizen of theworld”; and ... the ability to imagine sympathetically the predicaments ofanother person” (7); and a liberal arts education, with emphasis on the artsand humanities, is necessary to cultivate these abilities.     - 민주사회가 요구하는세 가지 능력 : 첫째, 비판적 사고 능력, 둘째, 세계시민정신 , 셋째, 공감능력 - 이 세가지 능력을 향상기키기 위해서는 예술교육과 인문학교육 강조해야.   In chapter 4,“Socratic Pedagogy: The Importance of Argument,” Nussbaum traces a genealogy ofSocratic education - “in which the child [is] an active and criticalparticipant,” (57) to eighteenth-century Europe and North America, andnineteenth-century India. As she explains it, Socratic pedagogy combines a focus on “the child’sability to understand the logical structure of an argument, to detect badreasoning, [and] to challenge ambiguity,” with a focus on the “Socraticvalues,” such as being “active, critical, curious, [and] capable of resistingauthority and peer pressure” (72).  Nussbaum describes the work ofJean-Jacques Rousseau, Johan Pestalozzi, Friedrich Froebel, Bronson Alcott,Horace Mann, John Dewey, and Rabindranath Tagore, but explains that their workis mostly too theoretical, their recommendations too general and too time- andplace-specific to “show us … what we should do or can do here and now, in theelementary and secondary schools of today“ (72).  Even Dewey, whomNussbaum calls “the most influential and theoretically distinguished Americanpractitioner of Socratic education,” (64) “never addressed systematically thequestion of how Socratic critical reasoning might be taught to children ofvarious ages.” (73)  The solution she finds in one exemplary program:   But teachers who want to teach Socratically have a contemporary source of practical guidance ....  They can find very useful and yet non dictatorial advice about Socratic pedagogy in a series of books produced by philosopher Matthew Lipman, whose Philosophy for Children curriculum was developed at the Institute for the Advancement of Philosophy for Children atMontclair State College [now University] in New Jersey.  Lipman begins from theconviction that young children are active, questioning beings whose capacity to probe and inquire ought to be respected and further developed …. (73)   - 립맨이 만든 철학교육프로그램은 학교에서 소크라테스적 대화를 실천할 수 있도록 안내 Nussbaum spends the remainder of the chapter describing the Philosophy for Children curriculum,extolling its attention to the logical properties of thought, its presentation of complex ideas through engaging stories, its illustration of how attention to logical structure can pay off in daily life, the progression in complexity of novels for children of different ages, its treatment of philosophical topics such as mind and ethics, and its respect for children (73)   - 어린이 철학은 논리적 사고와 이야기를 활용한 복합적 아이디어 중시한다고 Martha Nussbaum isthe Ernst Freund <A href="http://www.law.uchicago.edu/faculty/nussbaum/" target=_blank>D</A>istinguished Service Professor of Law and Ethics at the<A href="http://en.wikipedia.org/wiki/University_of_Chicago" target=_blank> University of Chicago</A>, and chair of the new Committee forPublic Philosophy of the American Philosophical Association.  She has taught at Harvard, Brown and Oxford Universities, is a Board Member of theHuman Rights Program and founder and coordinator of the Center for ComparativeConstitutionalism.  Her other publications include   TheFragility of Goodness: Luck and Ethics in Greek Tragedy and Philosophy(1986, updated edition 2000), Love's Knowledge (1990), The Therapy ofDesire (1994), Poetic Justice (1996), For Love of Country(1996), Cultivating Humanity: A Classical Defense of Reform in LiberalEducation (1997), Sex and Social Justice (1998), Women and HumanDevelopment (2000), Upheavals of Thought: The Intelligence of Emotions(2001), Hiding From Humanity: Disgust, Shame, and the Law (2004), Frontiersof Justice: Disability, Nationality, Species Membership (2006), TheClash Within: Democracy, Religious Violence, and India's Future (2007), Libertyof Conscience: In Defense of America's Tradition of Religious Equality(2008), and From Disgust to Humanity: Sexual Orientation and ConstitutionalLaw (2010).