Philosophy for children in South African schools: its role for citizens-in-waiting

South African Journal of Childhood Education


 
 
Field Value
 
Title Philosophy for children in South African schools: its role for citizens-in-waiting
 
Creator Mathebula, Thokozani
 
Subject — philosophy for children, education, democracy, citizenship, deliberation, —
Description Historically, the concept ‘child’ has a Lockean (1960)connotation, as empty slates new born infants, are considered weak and helpless, until the improvement of growth and age has removed this deficient state of childhood. In modern societies, including South Africa, children are still viewed as citizens-in-waiting, and as citizens who need to be inducted into their future role. This deficit model of childhood is reflected in the construction of democratic citizenship education in post-apartheid South Africa. In this article we present a theoretical justification for Philosophy for Children (P4C) as an avenue to individual enlightenment i.e., education that entails the development of a child’s mind, of rationality or the capacity to think. In the light of a Philosophy for Children agenda as an educational pedagogy, we argue that doing philosophy with children starting from an early age has a special significance in education for democratic citizenship in post-apartheid South Africa.
 
Publisher AOSIS
 
Contributor
Date 2011-12-31
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format application/pdf
Identifier 10.4102/sajce.v1i2.89
 
Source South African Journal of Childhood Education; Vol 1, No 2 (2011); 16 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/89/35
 
Coverage — — —
Rights Copyright (c) 2011 Thokozani Mathebula https://creativecommons.org/licenses/by/4.0