Razvoj i uloga filozofije sa decom u Srbiji

Abstract

U ovom radu bavio sam se razvojem i ulogom filozofije za decu od njenih programskih početaka u Americi krajem šezdesetih i počet-kom sedamdesetih godina prošlog veka, preko recepcije u filozof-skim krugovima SFRJ, do uvođenja slobodne nastavne aktivnosti ,,Filozofija sa decom” u obrazovni sistem Republike Srbije. U počet-nom delu rada nalazi se prikaz ,,Filozofije za decu”, filozofsko-peda-goškog projekta Metjua Lipmana (Matthew Lipman), koji je smatrao da je filozofsko obrazovanje poželjno i moguće već u ranom dobu razvoja deteta. U središnjem delu rada, analiziraću tekstove o filozo-fiji za decu koji se u našim časopisima objavljuju samo petnaestak godina nakon Lipmanovih početaka, stavljajući ih u širi kontekst ra-sprave o metodici nastave filozofije i filozofiji kao nastavnom pred-metu. U završnom delu rada, biće reči o slobodnoj nastavnoj aktivno-sti ,,Filozofija sa decom”, koja je u osnovnoškolsko obrazovanje prvi put uvedena septembra 2022. godine, njenoj analizi i kritici. Teza rada je da je uvođenje ,,Filozofije sa decom” generalno pozitivan korak, ali da način na koji se ta nastava trenutno sprovodi ujedno predstavlja proizvod grubog kalkulisanja normama i fondom časova i to nauštrb onih koji su trenutno najpogodniji za realizaciju predmeta – nastavni-ka filozofije, te samim tim i nauštrb dece.

The topic of this research paper is the development and role of Philosophy for Chil-dren, starting with its onset at the end of 1960s and the beginning of 1970s in America, then, concerning its reception in the philosophical circles of SFRY, and finally, its in-troduction to the educational system of the Republic of Serbia as an elective course named Philosophy with Children. The first part of the work is a review of Matthew Lip-man’s philosophical and pedagogical project “Philosophy for Children”, Lipman thought that philosophical education is needed and also possible from the early age of child development. In the middle part of the work, I analyze the texts on the topic of Phi-losophy for Children, which had been published in our journals only fifteen years after Lipman’s beginnings, and I treat them as a part of a wider context of the debate about methods of philosophy teaching and philosophy as a school subject. In the last part of the work, I talk about the elective course Philosophy with Children, which was intro-duced in September 2022 to elementary education for the first time. The thesis of this work is that the introduction of Philosophy for Children in Serbia is a generally posi-tive step, but the way in which the course is currently executed makes it a product of rough calculation with required workload for teachers. Therefore, at the cost of those who are the most apt and educated for executing and realizing the course - philoso-phy teachers, which means at the cost of children too.