Abstract

Projekt filozofije za djecu bio je radikalna inovacija. Povezao je djecu, školu i filozofiju na način koji je do tada bio nezamislivim. Karakteristična obilježja filozofije za djecu su njeno naglašavanje dijaloga te koncepcija mišljenja temeljena na uvjerenju u ljudsku pogrešivost. Pitanje je, međutim, je li i sam pokret filozofije za djecu dijalogičan i samo-korigirajući. Ovim radom nastoji se pokazati kako je pokret filozofije za djecu oblikovao otvoren prostor dijaloga u kojemu se može odvijati rasprava o novim filozofskim usmjerenjima. Međutim, Lipmanov kurikulum za filozofiju za djecu nije uključen u dijalog; posljedica je da taj kurikulum gubi na relevantnosti unutar filozofskoga istraživanja i riskira postati pukim povijesnim dokumentom.The Philosophy for Children project was innovative insofar as it established a new link between children, school and philosophy which was previously unthinkable. The characteristic emphasis of Philosophy for Children is on dialogue and on a conception of thinking based on a belief in human fallibility. The question, however, is whether or not the Philosophy for Children movement is itself dialogical and self-corrective. This article tries to show that Philosophy for Children as a movement has formed an open dialogical space in which the discussion of new philosophical orientations can take place. However, the Lipman curriculum for Philosophy for Children is not included in the dialogue; as a consequence this curriculum is losing its relevance within philosophical inquiry and it risks becoming solely a historical document