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An explorative study of using philosophy for children in developing a holistic approach to Chinese language learning
Author
Seet, Jun Feng
Supervisor
Chang, Agnes Shook Cheong
Abstract
Throughout the history of public schooling, a large group of scholars have pointed out that the purpose of education should involve much more than simply moulding the students into future workers or citizens (Miller, 2000). Every child is not merely a future employee. His or her intelligence and competencies are far more complex than his or her standardised tests' scores. As such, education should be viewed as the art of fostering the moral, emotional, physical, psychological, artistic, and spiritual, as well as the intellectual dimensions of the child (Miller, 2000). A term to describe this way of understanding education would be known as "holism". Holism in education aims to call forth from learners an intrinsic reverence for life and a passionate love for learning (Miller, 2000).
In Singapore, the concept of holism is very much the core of our education system. The Ministry of Education through the Desired Outcomes of Education encourages holistic learning, which would nurture the students in morally, intellectually, physically, socially and aesthetically spheres (MOE, 2004). However, a pedagogical model or approach has yet to be developed to incorporate holistic learning in second-language learning, in this case, the Chinese language. Students' learning of the Chinese language is primarily focused on the acquisition of code-breaking skills such as reading and writing. In the long term, this may hinder the holistic development of students' Chinese language abilities. It may also eventually lead to the alienation of Chinese language learning among Chinese students, which would reduce the significance of Chinese language to nothing more then just another foreign language subject that students have to learn in schools.
Therefore, this explorative study was set out to look into the development of holism in the learning of the Chinese language. The approach that was chosen by this study to develop holism in Chinese language learning is known as Philosophy for Children (P4C). The reason for choosing P4C as the approach was that the philosophical branches existing in P4C such as metaphysics, ethics, epistemology and logic, relate well to the dimensions of holism. Hence, the study includes a diversity of disciplines and personal experiences in teaching, and an exploration of teaching and learning the Chinese language in developing a holistic learning experience for students. This study explores the commonalties between the disciplines of P4C, Chinese language and holistic education.
Using the P4C approach, this study engaged itself in a Singapore primary school to investigate the process of creating a holistic learning experience for seventy-six Primary five students. Thirty-eight students were from the EM1 stream and the other half from the EM2 stream. All the pupils were bilingual speakers and English language is the main medium of instruction in the school. In effect, this study seeks to answer the question: Can P4C provide a platform towards developing holistic education in Chinese language learning? This study is an account of the process taken in search of the answer to this question. The answer found: was in the process of using P4C to develop holistic learning in Chinese language, a potential exists for students to have a holistic experience in learning the Chinese language. The finding suggest that the students could engage themselves more in learning and would be able to enhance their language abilities in their course of learning. Students from both streams were actively engaged in learning and were able to relate themselves to the different aspects and issues of the school, the society, and the world through the discussions and reasoning. Students from the EM1 stream were able to identify more evidence-based examples to support their answers when compared to students from the EM2 stream. However, students from the EM2 stream displayed more inquisitiveness in their learning and were relating their learning to the different issues around them.
The findings in this study are preliminary and further researches into specific areas are recommended.
In Singapore, the concept of holism is very much the core of our education system. The Ministry of Education through the Desired Outcomes of Education encourages holistic learning, which would nurture the students in morally, intellectually, physically, socially and aesthetically spheres (MOE, 2004). However, a pedagogical model or approach has yet to be developed to incorporate holistic learning in second-language learning, in this case, the Chinese language. Students' learning of the Chinese language is primarily focused on the acquisition of code-breaking skills such as reading and writing. In the long term, this may hinder the holistic development of students' Chinese language abilities. It may also eventually lead to the alienation of Chinese language learning among Chinese students, which would reduce the significance of Chinese language to nothing more then just another foreign language subject that students have to learn in schools.
Therefore, this explorative study was set out to look into the development of holism in the learning of the Chinese language. The approach that was chosen by this study to develop holism in Chinese language learning is known as Philosophy for Children (P4C). The reason for choosing P4C as the approach was that the philosophical branches existing in P4C such as metaphysics, ethics, epistemology and logic, relate well to the dimensions of holism. Hence, the study includes a diversity of disciplines and personal experiences in teaching, and an exploration of teaching and learning the Chinese language in developing a holistic learning experience for students. This study explores the commonalties between the disciplines of P4C, Chinese language and holistic education.
Using the P4C approach, this study engaged itself in a Singapore primary school to investigate the process of creating a holistic learning experience for seventy-six Primary five students. Thirty-eight students were from the EM1 stream and the other half from the EM2 stream. All the pupils were bilingual speakers and English language is the main medium of instruction in the school. In effect, this study seeks to answer the question: Can P4C provide a platform towards developing holistic education in Chinese language learning? This study is an account of the process taken in search of the answer to this question. The answer found: was in the process of using P4C to develop holistic learning in Chinese language, a potential exists for students to have a holistic experience in learning the Chinese language. The finding suggest that the students could engage themselves more in learning and would be able to enhance their language abilities in their course of learning. Students from both streams were actively engaged in learning and were able to relate themselves to the different aspects and issues of the school, the society, and the world through the discussions and reasoning. Students from the EM1 stream were able to identify more evidence-based examples to support their answers when compared to students from the EM2 stream. However, students from the EM2 stream displayed more inquisitiveness in their learning and were relating their learning to the different issues around them.
The findings in this study are preliminary and further researches into specific areas are recommended.
Date Issued
2007
Call Number
PL1068.S55 See
Date Submitted
2007