محسن ایمانی نایینی

Purpose: The purpose of this study was to present a model of teaching philosophy to children considering the role of Social Intelligence in the academic year of 2018-2019. Methodology: This research was a descriptive-correlational study in terms of data gathering method and applied method was employed. The method of this applied research was qualitative-quantitative combination of exploratory and descriptive-correlation. In this research, firstly, through the study of literature and semi-structured interviews, the model of teaching philosophy to children was extracted in a participatory manner, based on which a researcher-made questionnaire was obtained and then through a questionnaire and data analysis, first, the structural model. Following a documentary review of studies on the teaching of philosophy for children in a participatory manner in Iran and the world, as well as a survey of Tehran's teachers of education to review the status quo and conduct semi-structured individual interviews and administering a social intelligence questionnaire. Implemented Philosophy Education Questionnaire for Children The model was then evaluated to evaluate the suitability of the proposed model. The statistical population in this section of the study was academic community experts and education professionals with executive backgrounds at decision-making levels. The sampling method in the qualitative section will be purposeful. The number of interviewees was also determined based on the principle of saturation of 15 persons. The second group of the statistical population of this study included 1800 teachers in all elementary school teachers in Tehran. Cochran formula was used to determine the sample size. According to this formula, 317 individuals were considered as sample size. In this study, multi-stage cluster sampling method was used to select statistical samples in quantitative section. Social Intelligence questionnaire was employed as a measurement tool for the qualitative part. Findings: The results showed that human cognition, relation of concepts to each other, social intelligence, concept definitions, reasoning about concepts and critical thinking respectively have the highest factor loadings and factor weight on the second-order factor six-factor model of philosophy of education for children. Also result showed that the extracte factor had acceptable fitness with the model. Conclusion: children cannot differentiate between their 'feelings' and their 'self'. Teaching children philosophy in a participatory way teaches them to accept what they feel, rather than trivialize or negate their feelings that make them think they are worthless or embarrassing. One of the most successful efforts to change student learning is the Philosophy Education Program for Children.