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Looking at Philosophy for Children and Its Outcomes Through a Neuroscience Lens
Prof. Fariba Khodagholi, Dr. Maryam Alsadat Mousavi, Dr. Yahya Ghaedi, Ms. Shakiba Salarvandian, Ms. Fatemeh Vosoughian, Ms. Mobina Javadi, Ms. Fereshteh Khodagholi, Dr. Solmaz Khalifeh, Dr. Roohollah Karimi, Mr. Masoud Seddighfar, Ms. Shima Barzin, Prof. Leila Dargahi,
Volume 0, Issue 0 (Accepted Articles 2018)
Abstract
Among all educational methods all around the world, Philosophy for Children (P4C) has been introduced as one of the effective methods, with various educational, cognitive, and emotional advantages for children. This method is built on three types of thinking; critical (logic), caring (ethical), and creative (aesthetic). The focus of this study is to review the various outcomes of applying this strategy in different genders, ages, and socioeconomic statuses from a neuroscience standpoint. It seems that gender and socioeconomic status can affect the results of this educational method just in some measured aspects. However, the combination of gender, age, and socioeconomic status appears to influence P4C outcomes.

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