Use of “Philosophy for Children” Approach for Developing Critical Thinking Skills in Religious Culture and Ethics Course

• Published in: Yakın Doğu Üniversitesi İlahiyat Fakültesi Dergisi Vol. 8; no. 2; pp. 161 - 178
• Main Author: Demirel Uçan, Ayşe
• Format: Journal Article
• Language: English
• Published: 25-12-2022
• DOI: 10.32955/neu.ilaf.2022.8.2.01
• EISSN: 2687-4121
• ISSN: 2148-6026

Critical thinking skills, often referred to as higher-order cognitive skills, are considered important for the Religious Culture and Ethics Course due to gains such as pupils’ taking responsibility of their own learning, actively constructing knowledge, supporting the development of other high-level thinking skills such as reflective and creative thinking. As students’ critical and inquiring thinking skills increase, they can also develop a number of related skills, such as the ability to explain issues in more detail, evaluate learning topics in relation to their own lives, become aware of different perspectives on problem situations, and question the reliability of information resources. One of the effective approaches for pupils to acquire critical thinking, inquiry and questioning skills is the 'Philosophy for Children' approach, which was developed by Matthew Lipman in the early 1970s’ and has been applied in many countries, for different school subjects since then. The main aim of this approach is to develop students' thinking and reasoning skills through philosophical discussions in the classroom. The 'Philosophy for Children' model stands out as an effective approach in religious education by creating dialogic and collaborative teaching-learning environments, encouraging students to inquire and question, and developing critical and reflective thinking skills. In our country, Religious Culture and Ethics Course curriculum, which highly considers inquiry and questioning in learning, aims to ensure that students learn by making sense of the content and using high-level thinking processes. Instead of a traditional, teacher-centred and rote religious education, it is aimed for students to become learner agents who inquire, question, strive to reach the source of knowledge, and actively construct knowledge. Therefore, Religious Culture and Ethics course requires teachers to use strategies, methods and techniques that enable students to develop and use high-level thinking processes. ‘Philosophy for Children’ approach has also been used in religious education in England and in Islamic religious as well as ethic courses in Malaysia. The studies undertaken in these countries have provided important contributions to students' active participation in the lessons, development of critical thinking and reasoning skills, self-confidence, self-esteem and social relations. This study is a literature review examining the theoretical foundations of the 'Philosophy for Children' approach, its application and evaluation processes, as well as its use in religious education by looking into both international and national literature. The aim of the study is to examine the 'Philosophy for Children' approach, which is thought to be useful in developing effective learning skills such as inquiry, questioning, problem solving and critical thinking related to concepts and problems of religion and morality in the primary and secondary Religious Culture and Ethics Course curriculum. Besides recommendations and implications are made for this course.