Doing Philosophy in Elementary School Context with Chinese Philosophical Classics: Taking Mencius as an Example

• In Event: Thinking Pedagogies in China: Experiments, Constraints, and New Directions Prompted by Chinese Philosophy

Abstract

Background: Philosophy for Children (P4C) is an innovative program founded and initiated by Professor Matthew Lipman of Columbia University based on American educational background and philosophical tradition in the 1960s. However, since the 1980s, it has incrementally become a global philosophical and educational movement that attracts academics and practitioners from all over the world (Lipman, Sharp & Oscanyan, 1980; Lipman,1988,2003; Gregory, Haynes and Murris,2017). In the context of Mainland China's reform and opening up approximately forty years ago, the propagation of "Western learning progressively spreading to the East" has profoundly influenced the broader academic community, with notable implications in the sphere of basic education. Within this overarching paradigm, the Western specialized area of P4C was introduced to China and is being actively implemented nationwide, though some have questioned the cultural suitability of Western course materials (Lu &Gao, 2020).
Aims: Firstly, the paper aims to demonstrate the value of implementing P4C with Chinese philosophical classics as stimuli for thinking (Gao, 2023;Pan,2022; Yoon, 2022; Huang,2022; Wei,2022). Subsequently, it provides a detailed exposition of the pedagogical process involving Mencius' philosophical themes, such as "the debate between righteousness and benefit"(義利之辯), "those who run fifty paces were to laugh at those who run a hundred paces"(以五十步笑百步), and "the benevolent has no enemy"(仁者無敵),"turning inwards"(反求諸己),"He who finds the proper course has many to assist him"(得道者多助). Finally, it will proffer theoretical and practical recommendations for the future contextualization of P4C in mainland China informed by its traditional wisdom.
Conceptual framework: Philosophy for Children is a movement developed by Matthew Lipman(1988,1991,2003), Gareth Matthews(1982,1994). (See also Gregory and Laverty (2018)). P4C is a unique method for exploring to the relationship between "philosophy" and "childhood," with the practical aim of enhancing children's critical, creative, collaborative ,caring and cultural thinking skills by engaging them in thoughtful dialogue within the community of inquiry and reflections on epistemological, ethical, social, and aesthetic dimensions of childhood experience, thereby enabling children to live examined and meaningful lives.
Data and Materials: This paper investigates the challenges and creative developments associated with localizing P4C through the use of Mencius as the textual stimulus. The research centers on the utilization of P4C sessions in a public elementary school in Hangzhou, China, procuring data via observation, interviews, and analysis of children’s work. It posits that Chinese philosophical classics, exemplified by "Mencius" present broad-ranging themes, intricate narratives, profound connotations, and diverse thinking methodologies. These materials are poised to engender profound contemplation on pivotal subjects within Chinese philosophy that have long been eclipsed in the European and American P4C traditions. Furthermore, they can furnish a TBLDRT framework for philosophical praxis, encompassing topic lead-in, background introduction, literal interpretation, collective discussion, conceptual reflection, and experience transfer. The study proposes that harnessing and advancing China's extensive philosophical legacy would potentially foster the evolution of Chinese knowledge framework about P4C, foster the pervasive adoption of P4C in mainland China, and contribute significantly to P4C's global diversification.

Author

• Zhenyu Gao, Hangzhou Normal University