CC BY
13Elena Davydova
Master degree student, HSE University, Moscow, Russia; e-mail: elena.davydova.a@gmail.com
Abstract: Philosophy for Children (P4C) as a division of Practical Philosophy is actively developing and expanding in Russia nowadays. "In Search of Wisdom" club at the Faculty of Philosophy of Moscow State University has existed for more than 10 years under the guidance of Professor L.T. Retyunskykh, influencing both the development of practical philosophy in the country and the formation of critical thinking and other soft skills in adolescent children. The conducted research shows how Practical Philosophy classes within the framework of the "In Search of Wisdom" club form a set of soft skills, such as analytical and critical thinking, the ability to listen, the ability to resolve conflicts, self-organization and self-discipline, teamwork, etc., in younger, middle, and senior school age. The data collected during interviews with club members and their parents illustrated how the acquired skills allow them to improve academic results in school. Also, both children and adults noted the main value of classes in the way in which children begin to interact with the world around them more efficiently at all levels. The interviewees emphasized that, within the framework of the classes, "skills for life" are developed, allowing children to maintain a conversation with adults and more high-ranked interlocutors (such as parents, teachers, school administration, etc.) on an equal footing and to argue their position. It is especially interesting that such manifestations are observed in children attending the club even for no more than six months.
Keywords: philosophy, philosophy for children, P4C, soft skills, educational analytics, extracurricular education
DOI:
ARTIFICIAL INTELLIGENCE FOR CHILDREN: ETHICAL AND PHILOSOPHICAL ASPECTS
Natalia Klyueva
Assistant Professor, Lomonosov Moscow State University, Moscow, Russia; e-mail:
klyueva.msu@gmail.com
Abstract: The development of artificial intelligence technologies is currently rapidly advancing. It can be understood as a set of technological solutions that allow the simulation human cognitive functions (including self-learning and searching for solutions without a predetermined algorithm), obtaining results that are at least comparable to the results of human intellectual activity. Some AI-based technologies are included in our daily lives today. The lack of a philosophical assessment of the prospects for using AI technologies in terms of values entails an increase of social, ethical, legal, and psychological risks of its use. Herein are presented some of the most discussed risks of using AI technology with or by children. In the field of education, these are the risks of the reproduction of inequality (in cases of using adaptive learning systems); risks of unplanned discrimination (in the case of advisory programs); the risks of decreasing motivation and the formation of gaming addictions (in the case of gaming intellectual learning technologies) and others. The use of AI technologies in childcare can lead to a threat to human dignity, and a problem of distribution of responsibility.
Keywords: artificial intelligence, ethics DOI:
PHILOSOPHICAL SKILLS FOR CHILDREN'S THINKING DEVELOPMENT
Larisa Retyunskikh
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Professor, Lomonosov Moscow State University, Moscow, Russia; e-mail: retunlar@gmail.com
Abstract: Relevance. The topic of philosophical skills as a way to develop children's thinking is understudied. Purpose: to describe the philosophical skills of thinking development in childhood. Methods: analysis, synthesis, dialectics, induction, deduction.
Study example: Thesis 1. Children's thinking is traditionally considered as the thinking of becoming. It is believed that the process of growing up involves the development of all vital functions of the individual, including his/her thinking. The development of thinking goes through a series of stages well described in psychology. Let us conditionally call this entire path a movement from an immature mind to a mature one. What is maturity? On the one hand, this is the ability to perform strict rational-logical procedures (comparisons, definitions of concepts, classifications, etc.) based on rules, on the other hand, it is the ability to solve problems creatively by deviating from the rules. Though initially contradictory, the picture of a mature mind is actually evidence of its harmony. The combination of rational and creative is fully embodied in philosophizing. Thesis 2. Philosophizing is a type of thinking. It is available to children. To philosophize means to reason, to focus on the essence of the phenomenon being studied, to see contradictions, to abstract from a specific situation. A philosophizing subject is able to think independently, to see an object or problem from different sides, to be critical of any dogmas. Philosophizing is an effective way of intellectual, creative and moral development of children. Thesis 3. Tools of philosophical thinking: questioning, argumentation, interpretation, generalization, conceptualization, visualization of concepts, etc. The formation of these skills is a way of developing thinking by means of philosophy. This is what philosophy is for children. Its founder was Matthew Lipman (USA). Philosophical programs for children are being actively developed in Russia, and this report will discuss their peculiarities.
Research results. Personal growth, an increase in self-esteem, an increase in responsibility and balance in actions, actions, and decisions have been noted by psychologists in children involved in philosophy in one form or another.
Keywords: philosophy, children. philosophysing ,thinkikng
DOI:
THE LOGIC OF NATURAL REASONING: FORMAL OR INFORMAL?
Lyudmila Sirotkina
PhD, Immanuel Kant Baltic Federal University, Kaliningrad, Russia; e-mail: lyusir.ru@mail.ru
Abstract: Background. The study is based on Piaget's theory of intellect development; Bryushinkin's logical-philosophical conception of logical procedure; logical theory of inferences. We regarded natural discourse as set of intellectual (and logical) procedures, including constructing inferences. We assumed that, during the period of formal operations formation, the formal orientation of inferential procedures becomes dominant. Objective. To reveal the cognitive grounds for differentiation of inferences in a holistic discursive context and constructing deductive reasoning. Design. We elaborated special tests on 1) the selection of inferences in speech context; 2) inference macrostructure analysis; 3) the selection of statements that allow the implementation of conclusions, 4) implementation of the inference procedure. The sample consisted of middle and older adolescents and younger respondents (on average, 100 respondents in each age group). The results of logical procedures implementation were qualitatively and quantitatively processed. Results. The inferential activity of all respondents groups had some common features: 1) in a holistic context, found "inferences" do not have logical features of inferences (without logical consequence relation); 2) functional differences between premises and conclusions are poorly differentiated; 3) meaningful and formal relations of statements-parcels act as cognitive bases for constructing inference, dominating type of relation depends on context; 4) violation of logical norms in inference is common; the success of solving a problem depends on its features. The role of formal grounds for constructing inferences doesn't increase. Conclusion. The cognitive grounds for inference
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