Volume 16, Issue 3 (May & June 2025)
BCN 2025, 16(3): 551-568 |
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Khodagholi F, Mousavi M A, Ghaedi Y, Salarvandian S, Vosoughian F, Javadi M, et al . Looking at Philosophy for Children and Its Outcomes Through a Neuroscience Lens. BCN 2025; 16 (3) :551-568
URL: http://bcn.iums.ac.ir/article-1-2849-en.html
URL: http://bcn.iums.ac.ir/article-1-2849-en.html
Fariba Khodagholi1 
, Maryam Alsadat Mousavi *1 , Yahya Ghaedi2 , Shakiba Salarvandian3 , Fatemeh Vosoughian1 , Mobina Javadi3 , Fereshteh Khodagholi3 , Solmaz Khalifeh4 , Roohollah Karimi5 , Masoud Seddighfar1 , Shima Barzin3 , Leila Dargahi1
, Maryam Alsadat Mousavi *1 , Yahya Ghaedi2 , Shakiba Salarvandian3 , Fatemeh Vosoughian1 , Mobina Javadi3 , Fereshteh Khodagholi3 , Solmaz Khalifeh4 , Roohollah Karimi5 , Masoud Seddighfar1 , Shima Barzin3 , Leila Dargahi1
1- Neuroscience Research Center, Institute of Neuroscience and Cognition, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
2- Department of Educational Philosophy, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
3- Neurobiology Research Center, Institute of Neuroscience and Cognition, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
4- Cognitive and Neuroscience Research Center (CNRC), Amiralmomenin Hospital, Tehran Medical Sciences Branch, Islamic Azad University, Tehran, Iran.
5- Institute for Humanities and Cultural Studies, Ethics and Training, Tehran, Iran.
2- Department of Educational Philosophy, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
3- Neurobiology Research Center, Institute of Neuroscience and Cognition, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
4- Cognitive and Neuroscience Research Center (CNRC), Amiralmomenin Hospital, Tehran Medical Sciences Branch, Islamic Azad University, Tehran, Iran.
5- Institute for Humanities and Cultural Studies, Ethics and Training, Tehran, Iran.
Abstract:
Introduction: Philosophy for Children (P4C) is one of the most effective teaching methods, having various educational, cognitive, and emotional benefits for children. This method is based on three types of thinking: critical (logic), caring (ethics), and creative (aesthetics). This study aimed to review the various outcomes of applying this strategy in people with different genders, ages, and socioeconomic statuses (SESs) from a neuroscience perspective.
Methods: This is a narrative review study. The related studies were selected for review based on relevance to gender, age, and SES, and findings were categorized to highlight patterns and divergences in outcomes.
Results: Evidence suggests that gender and SES can affect the effectiveness of P4C in certain aspects. However, the interaction between gender, age, and SES seems to shape the overall efficacy of P4C in nuanced ways.
Conclusion: The P4C has shown promising benefits for diverse populations. However, demographic variables such as gender, age, and SES may modulate its impact. Further interdisciplinary research is needed to clarify these interactions and optimize implementation strategies.
Methods: This is a narrative review study. The related studies were selected for review based on relevance to gender, age, and SES, and findings were categorized to highlight patterns and divergences in outcomes.
Results: Evidence suggests that gender and SES can affect the effectiveness of P4C in certain aspects. However, the interaction between gender, age, and SES seems to shape the overall efficacy of P4C in nuanced ways.
Conclusion: The P4C has shown promising benefits for diverse populations. However, demographic variables such as gender, age, and SES may modulate its impact. Further interdisciplinary research is needed to clarify these interactions and optimize implementation strategies.
Keywords: Philosophy for children (P4C), Neuroscience, Brain regions, Gender, Age, Socioeconomic status (SES)
Type of Study: Review |
Subject:
Cognitive Neuroscience
Received: 2023/12/31 | Accepted: 2024/02/14 | Published: 2025/05/1
Received: 2023/12/31 | Accepted: 2024/02/14 | Published: 2025/05/1
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