Explanation of Epistemology in Caring Thinking from Matthew Lipman's Perspective
Keywords:
Philosophical foundations, caring thinking, Matthew Lipman's perspective, educational implicationsAbstract
Purpose: The present study was conducted to explain epistemology in caring thinking from Matthew Lipman's perspective.
Methods and Materials: The research method, based on its objective, was fundamental; based on the type of data, it was qualitative; based on the data collection time, it was cross-sectional; and based on the data collection method and research methodology, it was a meta-synthesis in the qualitative section. The statistical population of this study included scientific documents and resources such as specialized books, conducted research, dissertations, and articles on the philosophical foundations of caring thinking from Matthew Lipman's perspective and its educational implications, obtained from scientific databases and academic and organizational experts. The study's sampling process consisted of two sections. First, in the systematic literature review, a non-random purposive sampling method was used to select the theoretical foundations and research background based on entry criteria (a 27-item checklist following the PRISMA model). In the expert interview section, a non-random purposive sampling method was also used to select interviewees based on the research entry criteria (as specified in the target population section), and 25 interviewees were considered based on the principle of theoretical saturation. In this study, for the systematic review section, document analysis was used as the data collection tool, aligned with the research approach of systematic literature review and the review of national-level documents. In the interview section, semi-structured interviews were conducted. Additionally, a model validation questionnaire was used to assess expert opinions on the model’s external validity. To calculate validity, a 27-item checklist based on the PRISMA model was employed. Additionally, Cohen’s kappa coefficient was used to calculate reliability, which was confirmed. In the interview section, the credibility criterion was applied. The data analysis method in this study was theoretical coding, derived from thematic analysis using MAXQDA software.
Findings: The findings indicated that the philosophical foundations of caring thinking, based on Matthew Lipman's perspective, include ontological, anthropological, epistemological, and axiological dimensions. Furthermore, the results showed that the educational implications of the philosophical foundations of caring thinking from Matthew Lipman’s perspective encompass acceptance and attention to diversity, focus on interpersonal relationships, respect for oneself and others, development of self-awareness, and enhancement of communication and problem-solving skills.
Conclusion: The study highlights the philosophical foundations of caring thinking from Matthew Lipman’s perspective, emphasizing logical thinking, adaptability, and philosophical dialogue. Caring thinking fosters critical reflection, creativity, and adaptability, enhancing education by integrating emotional intelligence, ethical reasoning, and comprehensive cognitive development for lifelong learning.
Downloads
References
Abdollahpour, R., Sarmadi, M. R., Biranvand, Z., & Seifi, M. (2019). The Effect of Philosophy for Children (P4C) Program on Students' Moral Attitude and Its Explanation According to the Quran. Research in Islamic Education Issues, 27(43). https://www.sid.ir/paper/243392/fas
Barahman, M., & Khodabakhshi Sadeghabadi, F. (2017). Teaching Philosophy to Children. Journal of Modern Advances in Behavioral Sciences, 2(9), 90-104.
Cam, P. (2023). Thinking as Method. Analytic Teaching and Philosophical Praxis, 43(1), 1-14. https://www.aare.edu.au/assets/Thinking-as-Method.pdf
Eftekhari, H., Eftekhari, J., & Eftekhari, E. (2023). Evaluation of the Application of Care Thinking Components from Lipman's Point of View in the Intended Curriculum Content of the Sixth Grade of Elementary School. Educational and Scholastic studies, 11(4), 592-574. https://pma.cfu.ac.ir/article_2728.html
Franzini Tibaldeo, R. (2023). Lipman and Sharp's Philosophical-Educational Vision. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-24148-2_3
Hedayati, M. (2018). Development and Standardization of a Caring Thinking Assessment Questionnaire Based on the Educational Approach of Philosophy for Children. Educational Sciences (Journal of Educational Sciences and Psychology), 6(2), 153-178. https://www.sid.ir/paper/186673/en
Hosseini, S. A., Rahnama, A., & Mousavi, R. (2021). A Study of the Ontological Foundations of Merleau-Ponty and Lipman's Approach to Develop an Integrated Model for the Philosophy for Children Program. Thinking and Children, 12(2), 157-179. https://en.civilica.com/doc/1377135/
Konstandinos, S. (2023). How Lipman's "caring thinking" theory for human thought may encourage the safeguarding of industrial and technological heritage. Conservar Património, 44, 57-66. https://doi.org/10.14568/cp28987
Lipman, M. (2003). Thinking in Education. Cambridge University Press. https://doi.org/10.1017/CBO9780511840272
Lipman, P. N. S. M. (2023). The cultivation of humanity from the proposal of philosophy for children according to Matthew Lipman. In III Simposio Internacional Virtual de Filosofía y Educación,
Mardani, F., Vázquez, N. P., Rajendrakumar, J., & Saadati, S. M. (2024). The Experience of Learning a Second Language as an Adult: A Qualitative Exploration of Motivation and Challenges. International Journal of Education and Cognitive Sciences, 5(2), 16-22. https://doi.org/10.61838/kman.ijeas.5.2.3
Meymanatabadi, A. (2023). A Comparative Study of the Education Systems of Iran and East Asian Countries (Japan, South Korea, China). Afagh-e Oloum-e Ensani (Horizons of Human Sciences), 76, 77-93. https://en.civilica.com/doc/1886634/
Michaud, O., & gregory, M. R. (2022). Philosophy for Children as a Form of Spiritual Education. Childhood & Philosophy, 18, 01-24. https://doi.org/10.12957/childphilo.2022.69865
Oliveira, J. R. D. (2023). Matthew Lipman and Ann Margaret Sharp. Philosophy for Children's Educational Revolution. Roberto Franzini Tibaldeo, Springer. https://doi.org/10.1080/00131857.2023.2244151
Ruitenburg, S. K., Ackermans, K., Kirschner, P. A., Jarodzka, H., & Camp, G. (2025). After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks. Learning and Instruction, 95, 102027. https://doi.org/10.1016/j.learninstruc.2024.102027
Saritepeci, M., & Yildiz Durak, H. (2024). Effectiveness of artificial intelligence integration in design-based learning on design thinking mindset, creative and reflective thinking skills: An experimental study. Education and Information Technologies, 1-35. https://doi.org/10.1007/s10639-024-12829-2
Sharp, A. M. (2017). The other dimension of caring thinking. Routledge. https://doi.org/10.4324/9781315625393-18
Tavakoli, M., Saifian, M. J., Ghaedi, Y., & Ardelani, H. (2023). Analyzing the Concept of Positive Thinking in the Quran Using the Caring Thinking Approach in Matthew Lipman's Educational Program. Islam and Educational Research, 29, 107-120. https://www.magiran.com/paper/2584346/
Vahedi, M., & Kabiri, A. A. (2022). The Effectiveness of Philosophy for Children Program with Technology Enrichment on Happiness and Rumination in Orphaned and Abandoned Girls. Counseling and Psychotherapy Quarterly, 13(49), 163-192. https://qccpc.atu.ac.ir/article_12658.html
Wang, J., Sheng, M., & Song, R. (2024). Enhancing Classroom Behaviors and Creativity: The Impact of a Critical Thinking Workshop. International Journal of Education and Cognitive Sciences, 5(1), 8-15. https://doi.org/10.61838/kman.ijecs.5.1.6
Wu, C. (2022). Can Philosophy for Children improve critical thinking and attainment for Chinese secondary students? In Making Your Doctoral Research Project Ambitious, 117-128. https://doi.org/10.4324/9781003201366-11
Zhengye, Y. (2023). Research on Teaching Strategies of Critical Thinking in Primary Chinese. Curriculum and Teaching Methodology, 6(10), 1-7. https://doi.org/10.23977/curtm.2023.061001
Zulkifli, H., & Hashim, R. (2020). Philosophy for children (P4C) in improving critical thinking in a secondary moral education class. International Journal of Learning, Teaching and Educational Research, 19(2), 29-45. http://ijlter.myres.net/index.php/ijlter/article/view/431
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2025 Majid Izadi Shaldehi (Author); Ladan Salimi; Seyyedeh Esmat Rasouli (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
