Hajar Kouhi Esfahani; yahya ghaedi; saeed zarghami hamrah; Sussan Keshavarz
Abstract
IntroductionCaring thinking is the third category of thinking based on Lipman’s classification that integrates human emotions in intellectual affairs. Caring thinking conjugates 3H; Head, Heart, and Hand as symbols of contemplation, kindness, and behavior. Research QuestionThis new category of ...
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IntroductionCaring thinking is the third category of thinking based on Lipman’s classification that integrates human emotions in intellectual affairs. Caring thinking conjugates 3H; Head, Heart, and Hand as symbols of contemplation, kindness, and behavior. Research QuestionThis new category of thinking has not been effectively considered, especially in philosophical view. Therefore, the pros and cons of caring thinking and its implementation should be assessed and identified from a philosophical perspective. So the goal of this research is the analysis of caring thinking’s quiddity based on its dimensions, types, and nature and responding to challenges in these areas. MethodIn this paper, we elaborate quiddity of caring thinking by applying the concept analysis method. The basic purpose of our methodology is to consider concepts of different types of caring thinking that results in distinguishing characteristics of each type. Discussion and ResultsWe investigate: (1) The interference and differentiation of 5 types of caring thinking (Appreciative / Valuational, Emotional, Active, Normative, Empathetic ), the interaction between these types, their relations to Bloom’s taxonomy of educational approaches, and their individual and social effectiveness scope,(2) Dimensions of caring thinking based on how it affects the thinker (subject), the target (object), and the target’s manner of thinking, (3) The nature of caring thinking that shows emotional thinking as the start point which consequently results in ethical values, motivations, and actions. Finally, we introduce a four steps implementation of caring thinking that demonstrates its life cycle in a dynamic and self-rectifying society:(1) To pay attention and care to others including living and inanimate creatures as a result of Valuational, Empathetic, and Emotional thinking types,(2) To accredit and respect the rights of others, because of being involved in Emotional and Normative thinking,(3) To apply social, ethical, and biological rights of others in personal decision making and activities as a consequence of the usage of Active thinking,(4) Re-evaluate and revision the previous steps by assessing conditions using the Valuational and Normative thinking types.
Educational Psychology
Abstract
The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. ...
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The aim of this project is to construct, and to evaluate the validity and reliability of Caring Thinking Skill (CTS) questionnaire based on ‘Philosophy for Children’ educational approach, for first high school students in Tehran. For this purpose, a pilot study was carried out on 60 students. Then, 742 students (358 girls and 384 boys) were selected by cluster sampling method and CTS questionnaire in Five subscales, including Valuative Thinking, Emotional Thinking, Normative Thinking, Active Thinking and Empathic Thinking, were distributed among them and the results were interpreted and analyzed. Content validity of the questionnaire was assessed by 16 local and foreign professors. The reliability of this test was also evaluated by using Exploratory Factor Analysis and Confirmatory Factor Analysis. The findings indicated the content validity was appropriate (CVR = 0/87), and in the construct validity, according to the results of EFA, 29 questions were deleted and the validity of the 60-item test was confirmed. Finally, from each of the sub skills, five questions that were the most frequent factors were selected and the form of the 25 questions was verified by using CFA. The findings also showed a significant difference between Caring Thinking, Valuative Thinking, Emotional Thinking and Normative Thinking skills among boys and girls. This research results indicated that the CTS questionnaire provides information on general skills and five sub skills, and can be used to measure and develop this skill for first high school students.