The Effectiveness of a Developed Educational Program Based on Matthew Lipman’s Philosophy for Children (P4C) Theory in Enhancing Philosophical Thinking Among Students in the First Three Primary Grades in Jordan
DOI:
https://doi.org/10.35516/Hum.2026.11428Keywords:
Matthew Lipman's P4C Theory, the Developed Program for Enhancing Philosophical Thinking.Abstract
Objectives: This study explored the effectiveness of a developed educational program based on Matthew Lipman's Philosophy for Children (P4C) in fostering philosophical thinking among early-grade students in Jordan. It aimed to address challenges and negative perceptions surrounding philosophy in Arab communities by offering a structured program to support children's philosophical development.
Methods: The study adopted an experimental approach using a quasi-experimental design. The participants consisted of 55 third-grade students at the University of Jordan School, divided into an experimental group that received the developed educational program and a control group that did not. A philosophical thinking skills scale was administered to both groups before and after the intervention, after verifying its validity and reliability.
Results: The results demonstrated the effectiveness of the developed program in enhancing philosophical thinking skills. Statistically significant differences were found in all philosophical thinking skills in favor of the experimental group. The influence of the program on specific skills was ranked as follows: intellectual tolerance (47.3%), critique and scrutiny (36%), dialogue (21.9%), analysis and synthesis (19.3%), methodological doubt (15.8%), and prediction and future foresight (15.2%). Statistically significant gender differences were observed in favor of females in the skills of critique and scrutiny and methodological doubt.
Conclusions: The study concluded that it is important to begin implementing the developed program for students in the first three grades, as it is a scientifically grounded program that fosters the development of philosophical thinking skills.
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