Naslov
Play – an auxiliary tool in developing cognition in the programme of Pettit Philosophy
(Igra- pomoćno sredstvo u razvoju mišljenja u programu Mala filozofija)

Autori
Ćurko, Bruno

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, stručni

Skup
14th ICPIC INTERNATIONAL CONFERENCE - International Council of Philosophical Inquiry with Children

Mjesto i datum
Padova, Italija, 02.07.2009. - 04.07.2009

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
igra; homo ludens; mišljenje
(play; homo ludens; thinking)

Sažetak
In program Pettit Philosophy children embrace games as a short break from the discussion, but every game is closely connected with the topics of lesson. Almost seamlessly, a well targeted game encourages children to think more deeply about the issue. Game of association is a game in which the terms related to the main topic appear. Children can access the main theme with broad knowledge that is additional to the main topic and reveals more understanding of the terms and their interconnection. Acro rhyme game – For each specific letter, students have to find a word that is characteristic of the topic of the previous lessons. Then, they put the letters in the correct order and recognize a word that indicates the topic of the current hour. Theaters play - students will receive the role of philosopher and present their thesis and give their opinion on a particular topic. Their attitude does not necessarily coincide with the attitude of certain philosophers, but the student must explain his own opinion with good arguments. The riddles are often rhythmical and fun, they lead to abstract thinking. An important characteristic is that the riddles allow students to perceive objects, phenomena and terms in the way they haven’ t thought about it before. The solution of the riddle is given to one student. Their task is to lead a class to the correct answer, without saying the answer. The student describes, brings up issues, and uses associations and even pantomime, if necessary. In this way, the student encouraged to develop their own resourcefulness, creativity and abilities for understanding and abstract thinking through interaction with their classmates. After the first few riddles students have adopted a code system, they use metaphors and descriptions with ease. After presenting the riddles, students, combining the common knowledge and association, are able to collectively come to the solution of the riddle.

Izvorni jezik
Engleski

Znanstvena područja
Filozofija

POVEZANOST RADA