Authors:
- The first attempt to explicate how Lipman’s Philosophy for Children programme helps to achieve Popper’s educational ideal of fostering critical thinking in children for full participation in an open society
- In developing a Popperian theory and practice of education, not only explores Popper’s epistemological, political, and pedagogical concerns, but also considers the related sociological implications
- Reports the first systematic investigation into the effectiveness of Lipman’s Philosophy for Children programme on promoting children’s critical thinking in Hong Kong, China – arguably a Confucian heritage society
- Includes supplementary material: sn.pub/extras
Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects (EDAP, volume 22)
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Table of contents (6 chapters)
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Front Matter
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Back Matter
About this book
Authors and Affiliations
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The Hong Kong Institute of Education, Hong Kong, Hong Kong SAR
Chi-Ming Lam
About the author
Chi-Ming Lam is Assistant Professor in Philosophy and Education in the Department of International Education and Lifelong Learning at the Hong Kong Institute of Education. His research interests include the philosophy of Karl Popper, critical thinking, and philosophy for children. He has published and presented on these areas both nationally and internationally.
Bibliographic Information
Book Title: Childhood, Philosophy and Open Society
Book Subtitle: Implications for Education in Confucian Heritage Cultures
Authors: Chi-Ming Lam
Series Title: Education in the Asia-Pacific Region: Issues, Concerns and Prospects
DOI: https://doi.org/10.1007/978-981-4451-06-2
Publisher: Springer Singapore
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer Science+Business Media Dordrecht 2013
Hardcover ISBN: 978-981-4451-05-5Published: 04 May 2013
Softcover ISBN: 978-981-4560-88-7Published: 12 April 2015
eBook ISBN: 978-981-4451-06-2Published: 26 February 2013
Series ISSN: 1573-5397
Series E-ISSN: 2214-9791
Edition Number: 1
Number of Pages: XIII, 185
Topics: Early Childhood Education, Philosophy of Education, Sociology of Education