Matthew Lipman's philosophy for children in the Tunisian educational context

The Tunisian education system presents a striking contrast between society's aspirations and the potential of philosophy for children. Although this approach enjoys widespread support among Tunisians, due to its exceptional ability to develop critical and creative thinking, it encounters great difficulty in moving from experimental workshops to full integration into school curricula. Yet the benefits of philosophy for children extend beyond the school setting to affect society as a whole, helping to shape citizens who are more aware and capable of dialogue. It is therefore crucial to unite the efforts of teachers, parents and civil society to move this essential project forward, in the conviction that investment in philosophy for children is an investment in Tunisia's future.

Autorentext
Fatma MOUMNI Doctor of Philosophy from the University of Tunis in 2013. She is a lecturer at the University of Gafsa-Tunis (Department of Education and Teaching). She has twice been awarded a Research Grant from the International Association of Auguste Comte in Paris (2006 & 2009).

Klappentext

The Tunisian education system presents a striking contrast between society's aspirations and the potential of philosophy for children. Although this approach enjoys widespread support among Tunisians, due to its exceptional ability to develop critical and creative thinking, it encounters great difficulty in moving from experimental workshops to full integration into school curricula. Yet the benefits of philosophy for children extend beyond the school setting to affect society as a whole, helping to shape citizens who are more aware and capable of dialogue. It is therefore crucial to unite the efforts of teachers, parents and civil society to move this essential project forward, in the conviction that investment in philosophy for children is an investment in Tunisia's future.