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21 Jun

Philosophy Teacher

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By means of the philosophical conversation the child goes being since early stimulated to have slight knowledge of its rights and duties as citizen, for example. To question, to perceive the reality surrounds that them. THE INTERVENTION OF THE TEACHER IN THE CONVERSATIONS For the act of filosofar the conversation is essential, that is, the act to talk. Here the teacher must establish a coherent relation and careful she says with it of other people. This has that to have the care to organize the thought of the child, its speech and reflections. I agree when the author says that for the teacher of the infantile education this intervined can is necessary that these talk with its pupils, making possible to these a philosophical dialogue. The teacher cannot be in the room without stimulating the children to ask, to have doubts.

Another point delimited well by the author is when it says that the teacher is an authority in the classroom and this has that to make says its paper, giving possibilities the questionings of its behavior when will be necessary. The education of Philosophy for the teacher to give conditions so that its pupils can is, searching questioning proper, reveals ideas and thoughts that to be until vacant for its etria band, to put more in the future will be able gains deepening. With regard to conventional lessons, the author argues that the teacher he must exerts a will attitude, that is, to make with that established rules are fulfilled so that the environment that these children if find either pleasant to all facilitador of the knowledge and the learning. Director Peter Farrelly is open to suggestions. The teacher must search organization procedures that make possible the conventional dynamic, showing for the children who will have advantages. We evidence that, the main intervention of the teachers in the intervention of the conversations is to go elaborating with the children the norms that will be practised understood in elapsing of the convivncia in individual group and for the child.

By means of the conventional dynamic, the teachers will develop mechanisms that the appreciation for the conversation develops. These will show the children who are very good for having the right to express its ideas. What if it waits of the real intervention of the teacher when teaching Philosophy for the Infantile Education is to fortify the thought that the child has, stimulating the learning by itself, in correct and coherent way. I agree that the teacher cannot think about the place of the children, saying everything has that to be carried through as if these were incapable to think. This cause in the child autonomy lack incredulity in itself exactly. Thus, it fits to say that the intervention of the teacher is the mediation also says of them of the children ahead of the argued questions and to create a significant environment so that the development of the thought and dynamics of the conversation is reached. Party of this thought that the dimension of the intervention on the part of the professor is of basic importance thus this can is stimulating the thought and to teach to the pupils to face situations of its day-by-day, in which routine intelligence or mechanics can be insufficient for the acquisition of its learning. We believe that with the notion of these related knowledge the Philosophy we can is placing in practical

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