علوم تربیتی

تحلیل منتخبی از داستان‌های ترجمه‌شده گروه سنی "ج" (9–12 سال) با رویکرد تفکر مراقبتی به منظور استفاده در برنامه فبک

10.22055/edus.2025.50183.3783
دوره 33، شماره 2
شهریور 1405
صفحه 123-140
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

جابر افتخاری 1
رضاعلی نوروزی 2
مهرنوش هدایتی 3

1 دانشجوی دکتری فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.

2 دانشیار گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.

3 دانشیار گروه روانشناسی و مشاوره، پژوهشکده اخلاق و تربیت، پژوهشگاه علوم انسانی و مطالعات فرهنگی، تهران، ایران.

چکیده
تفکر مراقبتی مهارتی چندبعدی است که با پیوند ظرفیت‌های شناختی و عاطفی، به تفکر غنای عاطفی و ارزشی می‌بخشد. از این‌رو، پژوهش حاضر با هدف بررسی ظرفیت داستان‌های ترجمه‌شده گروه سنی «ج» از منظر تفکر مراقبتی با رویکرد کیفی و به‌شیوه تحلیل محتوای قیاسی انجام شد. هر بند از داستان به‌عنوان یک واحد ثبت و کل داستان به‌عنوان واحد زمینه در نظر گرفته شد و با مبنا قراردادن مؤلفه‌های تفکر مراقبتی به‌عنوان ملاک تحلیل، به بررسی داستان‌های منتخب پرداخته شد. به‌منظور سازماندهی داده‌ها از نرم‌افزار مکس‌کیودا استفاده شد. انتخاب داستان‌ها به‌صورت هدفمند و با رعایت حداکثر تنوع (بیشترین تجدید چاپ، کندوکاومحوری و درون‌مایه فلسفی، و نگارش توسط نویسندگان و ناشران متنوع) صورت گرفت. یافته‌ها نشان داد در داستان‌های منتخب، مؤلفه‌های تفکر مبتنی بر فعالیت و تفکر مبتنی بر عواطف، از حضور پرمایه‌ای برخوردارند. در مقابل، مؤلفه تفکر مبتنی بر همدلی، حضور کم‌رنگی داشت. همچنین، داستان «انشا» نسبت به سایر داستان‌ها غنای بیشتری از تفکر مراقبتی را نشان داد، در حالی که داستان‌های «نقطه می‌خواست فرار کند»، «درخت بخشنده» و «غول قوطی ماکارون» از غنای کمتری برخوردار بودند. با عنایت به استقبال کودکان و نوجوانان از داستان‌های ترجمه‌شده، براساس یافته‌های این پژوهش می‌توان نتیجه گرفت داستان‌ها از ظرفیت و توانایی بالقوه‌ای برای پرورش تفکر مراقبتی برخوردارند و برای بهره‌برداری بهینه از آن‌ها در برنامه فبک، لازم است مترجمان داستان‌هایی که مولفه‌های بیشتری از تفکر مراقبتی را شامل می‌شوند به فارسی برگردانده و مربیان با فعالیت‌ها و تمرین‌های فکری متناسب با اهداف این برنامه، بر قابلیت پرورش مهارت‌های تفکر داستان‌ها بیفزایند.

کلیدواژه‌ها

تحلیل محتوا
تفکر مراقبتی
داستان
کودک و نوجوان

عنوان مقاله English

A Caring Thinking Analysis of Selected Translated Children’s Stories for Age Group C (Ages 9–12) for Use in Philosophy for Children (P4C)

نویسندگان English

Jaber Eftekhari 1
RezaAli Nowrozi 2
Mehrnoosh Hedayati 3
1 Ph.D. Student in Philosophy of Education, Department of Education, Faculty of Education and Psychology, University of Isfahan, Iran.
2 Associate Professor, Educational Sciences Department, Faculty of Education and Psychology, University of Isfahan, Iran
3 Associate Professor, Department of Psychology and Counseling, Faculty of Ethics and Education, Institute of Humanities and Cultural Studies, Tehran, Iran.
چکیده English

Introduction
Founded by Matthew Lipman in the late 1960s, the Philosophy for Children (P4C) program provides an innovative framework for developing the intellectual and moral development of children. Through its “Community of Inquiry” model, P4C provides a dialogue space in which children explore fundamental concepts such as fairness, empathy and accountability. The program improves not only cognitive skills but also emotional and social skills, thereby promoting a generation of informed and compassionate citizens. Global research confirms that children's literature is a powerful vehicle for instilling philosophical and nurturing mindsets. However, there is a gap in the analysis of foreign stories in age group C (9-12) and their potential for this purpose. To fill this gap, this study investigates the foreign stories for age group C from the perspective of caring thinking for use in the Philosophy for Children (P4C) program.
Method
This qualitative, descriptive-narrative study used a deductive content analysis based on the Lipman framework of caring thinking (2003). The sample consisted of international stories for children 9 to 12 years of age, selected by purposive sampling to cover the widest possible variation. The stories published between 2017 and 2024 were selected on the basis of their general appeal, philosophical depth, author prestige and publication by major publishers. Data were coded against Lipman's components of caring thinking—empathic, affective, appreciative, active, and normative—using a pre-defined checklist. A constant comparison method was used until data exhaustion. For credibility, an audit trail has been established, which requires expert validation at each research phase before proceeding.
Results
The findings showed that the active and affective-thinking components were richly represented in the selected stories. The empathic-thinking component, on the other hand, was less prevalent. In addition, the story 'The composition' showed more richness of caring thinking than the others, while 'Il Libro di Dot,' 'The Giving Tree' and 'Le génie de la boîte de raviolis' had less richness.
Discussion
Taking into account the popularity of translated stories among children and adolescents, these findings suggest that they have a strong potential to foster nurturing thinking. In order to make optimum use of foreign stories in the Philosophy for Children (P4C) program, translators have to create Persian stories that contain more elements of caring thinking. In addition, teachers should strengthen the capacity of stories to develop these skills by proposing intellectual activities and exercises that are in line with the objectives of the program.

کلیدواژه‌ها English

  • Content analysis
  • caring thinking
  • stories
  • children and adolescents
Abdollahi, Z., Boozari, A. & Sheykh rezaee, H. (2026). A reflection on the potential of Einar Turkowski's picture book based on the components of the P4c program. Thinking and Children, 16(2), 231–257. https://doi.org/10.30465/fabak.2026.10216 [Persian] 
Aghili, S. R., Alomalhoda, J., & Fathi Vajargah, K. (2019). Examining the dominant principles in the designing of the appropriate model for moral education in the elementary period of the Iranian educational system. Journal of Educational Sciences, 26(1), 15–34. https://doi.org/10.22055/edus.2019.26634.2585 [Persian]
Ajorloo, N., Yarigholi, B., & Golmohammad Nezhad Bahrami, G. (2024). High quality education model in dense student classrooms: A grounded theory approach. Journal of Educational Sciences, 32(1), 47–70. https://doi.org/10.22055/edus.2024.45832.3550
Akbari, A., Javidi Kalatehjafarabadi, T., Shabani Varaki, B., & Taghavi, M. (2013). Philosophy for Children (P4C): Philosophic conceptions in the stories of classic texts of Persian literature. Thinking and Children, 3(6), 1–25. https://fabak.ihcs.ac.ir/article_721.html[ Persian]
Amini, M., Shekari, A., & Taghvaei, Z. (2017). The narration of immature emotions and feelings of secondary level students: A symbol of null curriculum (A study by educational connoisseurship and criticism). Journal of Educational Sciences, 24(2), 69–88. https://doi.org/10.22055/edu.2017.16984.1723 [Persian]
Ansarizadeh, F., Keramati, M. R., Fazllolahi, S., & Gillies, R. M. (2023). The process and solutions of implementing cooperative learning approach in elementary schools: A meta-synthesis study. Journal of Educational Sciences, 32(1), 25–46. https://doi.org/10.22055/edus.2024.44854.3511
Azmatmadar, F., & Ghaedi, Y. (2017). A study on Persian humorous stories with regard to components of philosophical thinking. Philosophy of Education, 2(2), 92–119. https://doi.org/10.1001.1.25382802.1396.2.2.8.5 [Persian]
Bayat, M., Fardanesh, H., Hatami, J., & Talaee, E. (2021). The effect of pre-training and scripting strategies in a collaborative reasoning-based learning environment on the acquisition and transfer of decision-making skills and satisfaction. Journal of Educational Sciences, 28(2), 59–78. https://doi.org/10.22055/edus.2021.36064.3165 [Persian]
Biggeri, M., & Santi, M. (2012). The missing dimensions of children's well-being and well-becoming in education systems: Capabilities and philosophy for children. Journal of Human Development and Capabilities, 13(3), 373–395. https://doi.org/10.1080/19452829.2012.694858
Davey, S. (2014). Consensus, Caring and Community: An Inquiry into Dialogue. Analytic Teaching, 25(1). Retrieved from https://journal.viterbo.edu/index.php/at/article/view/816
Dehbashei, A., Pourshafe, H., & Ayat, M. (2025). The effects of future perspectives on students' curriculum: A synthesis based on Roberts' model. Journal of Educational Sciences, 32(1), 1–24. https://doi.org/10.22055/edus.2023.44286.3477
D'Olimpio, L., & Teschers, C. (2016). Philosophy for children meets the art of living: A holistic approach to an education for life. Philosophical Inquiry in Education, 23(2), 114–124. https://doi.org/10.7202/1070458ar
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), 574–592. https://doi.org/10.1001.1.2423494.1401.11.4.23.1 [Persian]
Elanwar, A. M., Mehanna, G. H., & Al Khalaf, H. A. (2022). The impact of the translated world literature on Arab children. Dirasat: Human and Social Sciences, 49(4), 1–13. https://doi.org/10.35516/hum.v49i4.2017
Eskandari Sharafi, F. (2020). A critique of the psychological richness of the short story collection “The Tanoor and Other Stories” by Houshang Moradi Kermani, based on Matthew Lipman’s philosophical framework. Rokhsar-e Zaban, 14(15), 29–56. https://rokhsarezaban.ir/ [Persian]
Haidarinasab, F., Kazzazi, M., & Baygzade, K. (2022). Analysis of Farhad Hassanzadeh's teen novels based on Lipman's concept of caring thinking (Case study: Stories of age groups "D" and "E" with the theme of resilience in the Sacred Defense). Thinking and Children, 13(1), 143–173. https://doi.org/10.30465/fabak.2022.7535  [Persian]
Hawken, J. (2021). Entre ontologie et politique, le caring thinking chez Ann Margaret Sharp: Analyse théorique d’une conception singulière du care. Nouveaux Cahiers de la Recherche en Éducation, 23(3), 16–39. https://doi.org/10.7202/1092714ar
Hedayati, M. (2015). Foundations of developmental psychology in the Philosophy for Children program. Institute for Humanities and Cultural Studies. [Persian]
Hedayati, M. (2019). Construction and standardization of caring thinking questionnaire based on "Philosophy for Children" educational approach. Journal of Educational Sciences, 25(2), 131–152. https://doi.org/10.22055/edu.2019.24217.2397 [Persian]
Hedayati, M. (2019a). Be careful of purely logical thinking. Institute for Humanities and Cultural Studies. [Persian]
Hedayati, M., & Mahzadeh, H. (2016). Philosophy for children and social problem-solving skills. Journal of Educational Sciences, 23(1), 29–54. https://doi.org/10.22055/edu.2016.12133 [Persian]
Hessampour, S., & Mosleh, M. (2015). Connection between children, philosophy and poetic world in the contemporary children literature. Thinking and Children, 5(10), 35–58. https://doi.org/10.2991/assehr.k.210519.007 [Persian]
Ismail, S. B. (2020). Matthew Lipman’s pragmatism and the relevance of Philosophy for Children (P4C) to children’s education in Malaysia. Living Islam: Journal of Islamic Discourses, 3(1), 167–188. https://doi.org/10.14421/lijid.v3i1.2276
Jackson, M. M., & Heath, M. A. (2017). Preserving Guam's culture with culturally responsive children's stories. School Psychology International, 38(5), 458–472. https://doi.org/10.1177/0143034317719944
Jang, M.-W.; Jung, J.-W.; Ji, H.-I. (2023). A Study on the Possibility of an Ecological Education Program on Ecological Sensitivity and Caring Thinking: Focusing on Upper Elementary School Students. Korean J. Environ. Educ. 2023, 36, 207–226, https://doi.org/10.17965/kjee.2023.36.3.207
Jirásek, I., & Jágerová, K. (2024). Czech primary school teachers’ experience with the Philosophy for Children (P4C) approach. Cambridge Journal of Education, 54(1), 37–52. https://doi.org/10.1080/0305764X.2023.2255540
Kali, D. (2022). Doshman [The Enemy] (R. Hirmandi, Trans., 5th ed.). Cheshmeh Publishing.
Kali, D. (2023). Nedā-ye mordāb [The Swamp’s Call] (N. Khodayari, Trans., 3rd ed.). Fatemi Publishing.
Khosronjad, M. (2007). A reflection on the coexistence of children’s literature and philosophy in the Philosophy for Children program. Educational Innovations, 6(20), 109–124. https://noavaryedu.oerp.ir/article_78825.html [Persian]
Kiyani, M., & Hashemi, S. C. (2025). Explaining the child agency status in Fundamental Transformation Document of Education. Journal of Educational Sciences, 32(1), 71–96. https://doi.org/10.22055/edus.2025.46442.3578
Kouhi Esfahani, H., Ghaedi, Y., Zarghami Hamrah, S., & Keshavarz, S. (2022). Analysis of caring thinking’s quiddity based on its dimensions, types, and nature. Journal of Educational Sciences, 29(1), 21–42. https://doi.org/10.22055/edus.2022.37940.3253 [Persian]
Kramer, J. (2023). Fil-e makaroni [Macaroni Elephant] (R. Hirmandi, Trans., 8th ed.). Porteghal Publishing.
Leaf, M. (2022). Emā Ferdinānd in kār rā nakard [But Ferdinand Didn’t Do It] (T. Adinehpour, Trans., 5th ed.). Elmi va Farhangi Publishing.
Lee, Y. (2019). A study on the relationship between childcare center teachers’ caring thinking and communication skills. Journal of Korean Child Care and Education, 15(6), 207–226. https://doi.org/10.14698/jkcce.2019.15.02.207
Lindgren, A. (2021). Parande-ye qermez [The Red Bird] (Z. Ghaeini, Trans., 3rd ed.). Institute for Research on the History of Children's Literature.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511840272
Matar, H. (2023). Noghte mikhāst ferār konad [The Point Wanted to Run Away] (B. Firouzan, Trans., 2nd ed.). Atraf Publishing.
Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. Falmer Press.
Mayring, P. (2000). Qualitative content analysis. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 1(2), Article 20. https://doi.org/10.17169/fqs-1.2.1089
Mayer, I. (2020). Emily va gol-hā-ye parande-ye Ben [Emily and Ben’s Flying Flowers] (K. Hemmati Ahouei, Trans., 2nd ed.). Fanni Iran Publishing.
Moslemi, F., Eftekhari, J., & Nowrozi, R. (2024). An analysis of Lipman’s components of caring thinking in a collection of philosophical stories for Iranian children. Educational Research Journal, 14(48), 188–204. http://erj.khu.ac.ir/article-1-1399-en.html [Persian]
Moslemi, F., Shamshiri, B., & Izadpanah, A. (2024). Identifying the components of Lipman’s philosophical thinking in the book Pinocchio. Qualitative Research in Curriculum, 5(14), 123–153. https://doi.org/10.22054/qric.2024.81082.386  [Persian]
Moslemi, F., Shamshiri, B., Izadpanah, A., & Khoshbakht, F. (2025). Identifying the components of Lipman’s philosophical thinking in the Little Prince storybook. Learner-based Curriculum and Instruction Journal, 3(4), 98–114. https://doi.org/10.22034/cipj.2025.62587.1135 [Persian]
Naji, S. (2017). Criteria for P4C stories: Critique and review of stories used for teaching thinking in Iran (H. Eskandari, Ed.). Institute for Humanities and Cultural Studies, Publishing. [Persian]
Naji, S. (2019). Philosophical inquiry for children and adolescents (Vol. 1). Institute for Humanities and Cultural Studies, Publishing. [Persian]
Naji, S., & Asgari, S. (2018). A guide to animations for Philosophy for Children classes. Kargadan, Publishing. [Persian]
Park, H. J., & Kim, J. E. (2016). The effects of cooperative activity using character-related picture books on children's caring thinking. Korean Journal of Childcare and Education, 12(1), 143–170. https://doi.org/10.14698/jkcce.2016.12.143
Pintes, G., & Borisova, S. (2023). Categories of caring thinking in philosophical, literary stories in connection with the formation of awareness of nature protection and sustainable life. XLinguae, 16(3), 35–47. https://doi.org/10.18355/XL.2023.16.03.04
Rashtchi, M. (2010). Children's fiction literature and its role in the development of thinking. Thought and Child, 1(2), 23–37. https://fabak.ihcs.ac.ir/article_327.html [Persian]
Safari Sechghaei, Y., Naderifar, A., & Azizifar, A. (2024). Analysis of the story collection "Majid’s Tales" by Houshang Moradi Kermani based on the P4C educational program. Thinking and Children, 15(1), 175–209. https://doi.org/10.30465/fabak.2024.9264 [Persian]
Scarmetta, A. (2017). Enshā [Essay] (M. Mohammadhosseini & F. Shahretash, Trans.). Shahretash Publishing.
Sharp, A. M. (2014). The other dimension is caring thinking. Journal of Philosophy in Schools, 1(1), 15–21. https://doi.org/10.21913/JPS.v1i1.989
Silverstein, S. (2023). Derakht-e bakhshandeh [The Giving Tree] (H. Karoubi, Trans., 13th ed.). Nardeban Publishing.
Sohrabi, R. (2011). A comparison of Iranian folktales, Iranian picture storybooks, and foreign picture storybooks based on components of philosophical thinking (Master’s thesis). Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran. [Persian]
Splitter, L. J., & Sharp, A. M. (1995). Teaching for better thinking: The classroom community of inquiry. Australian Council for Educational Research.
Tavakoli Yarki, M., Safian, M. J., Ghaedi, Y., & Ardalani, H. (2025). Analyzing the concept of positive thinking in the Holy Qur'an, considering the caring thinking method of Matthew Lipman's educational plan. Islam va Pazhuheshhaye Tarbiyati, 15(1), 107–120. [Persian]
Vullo, G. (2021). Ghoul-e qooti-ye makaroni [The Macaroni Can Monster] (C. Joubert, Trans., 4th ed.). Koodakan Publishing.
White, E. J., & Gradovski, M. (2018). Untangling (some) philosophical knots concerning love and care in early childhood education. Journal of Early Years Education, 26(2), 201–211. https://doi.org/10.1080/09669760.2018.1458602
Yaridehnavi, M. (2015). An introduction to the Philosophy for Children program (1st ed.). Institute for Humanities and Cultural Studies. [Persian]
 

صفحه اصلی

راهنمای نویسندگان

ارسال مقاله

داوران

تماس با ما