Philosophy for children (PfC) and development of critical-creative thinking

Cachay Vela W.B. · European Public and Social Innovation Review (2025) · DOI: 10.31637/epsir-2025-1511

Resumen

Introduction: Peruvian students show a lack of reading comprehension and creativity (PISA, 2022 and ECE, 2019), before which the proposal Philosophy for children (FpN) by Matthew Lipman is reassessed. The objective was to analyze the influence of PfC on the development of critical-creative thinking in second grade students of primary education. Methodology: It is a pre-experimental research of correlational type, with design of preprueba and postprueba with a single group, through workshops and reading control with 6 questions in 4 levels. Results: In the postest there is improvement in the literal and inferential levels and limitations in the critical-value and creative levels; on average, we found development of critical-creative thinking in 17.89%. Discussion: In view of Lipman’s PfC proposal, there is also that of Brenifier and Satyr. The critical thinking model of Richard Paul is complemented by the sociocultural of Vigotsky, the neuroeducational, etc. Conclusions: The hypothesis was proved, the FpN positively influences the development of critical-creative thinking. Political efforts and research related to neurophilosophy remain pending.

Instituciones: Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas