{"title":"儿童之间的哲学辩论","authors":"Paraschiva Rodica Rusu (Bucea)","doi":"10.18662/po/14.2/606","DOIUrl":null,"url":null,"abstract":"Starting from the different ideas of the great philosophers regarding the optimal age to make philosophy, this article aims to expose the essential arguments that justify the importance of philosophical debates among children, as well as the purpose of philosophy in childhood. In addition, attempts are made to provide answers to the question: What prevails in childhood: good or bad? It is thus found that although bad is present during childhood, it can also have beneficial effects in the further development of the child.","PeriodicalId":44010,"journal":{"name":"Postmodern Openings","volume":"24 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Philosophical Debates among Children\",\"authors\":\"Paraschiva Rodica Rusu (Bucea)\",\"doi\":\"10.18662/po/14.2/606\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Starting from the different ideas of the great philosophers regarding the optimal age to make philosophy, this article aims to expose the essential arguments that justify the importance of philosophical debates among children, as well as the purpose of philosophy in childhood. In addition, attempts are made to provide answers to the question: What prevails in childhood: good or bad? It is thus found that although bad is present during childhood, it can also have beneficial effects in the further development of the child.\",\"PeriodicalId\":44010,\"journal\":{\"name\":\"Postmodern Openings\",\"volume\":\"24 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-11-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Postmodern Openings\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.18662/po/14.2/606\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Postmodern Openings","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.18662/po/14.2/606","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Starting from the different ideas of the great philosophers regarding the optimal age to make philosophy, this article aims to expose the essential arguments that justify the importance of philosophical debates among children, as well as the purpose of philosophy in childhood. In addition, attempts are made to provide answers to the question: What prevails in childhood: good or bad? It is thus found that although bad is present during childhood, it can also have beneficial effects in the further development of the child.
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