The Impact of Philosophical Literary Stories in the Development of Creativity in Relation to Nature Protection and Sustainable Development
Keywords:Philosophy for Children, philosophical literary story, creative thinking, education for sustainable development
Aim. The paper is focused on the area of philosophical literary stories included in the educational programme Philosophy for Children. The paper aims to identify, reflect and analyse the categories of creative thinking in such stories.
Methods. The main method through which we deal with categories of creative thinking is represented by the interpretation of the literary text in several philosophical stories. An additional method is the analysis of documents – individual books containing philosophical literary stories.
Results. The analysis of several stories shows that creative thinking in philosophical literary stories is identified in the categories of imagination, applicability, originality, surprise, experimentation, encouragement of the creativity of others and imaginativeness. The major characters are using original solutions to problems, they are able to apply the solved problem to a new situation, ask questions and their thought processes are often surprising. Problematic to determine is the category of imagination, with which the character can think about a possible world or problem solving.
Conclusion. In contrast to the classical aesthetic literary text, this specific type of text brings the reader model solutions to many problems of everyday life. The focus of the Philosophy for Children can also aim at ecological and environmental issues and individual participants in the community of inquiry are thus encouraged to stimulate their creativity in the field of nature protection and sustainable development from an early age.
Chrz, V. (2013). Podoby a formy exprese [The Versions and Forms of the Expression]. In J. Slavik (Ed.), Tvorba jako zpusob poznavani [The Creativity as a Way of Knowledge] (pp. 249-317). Univerzita Karlova v Praze.
Evans, N. (2020). What Ought to Be Done to Promote Education for Sustainability in Teacher Education? Journal of Philosophy of Education, 54(4), 817-824.
Grigg, R., & Lewis, H. (2019). Teaching Creative and Critical Thinking in Schools. SAGE Publications.
Hroncova, J. (2018). Kniha ako hlavný nástroj výchovy a vzdelávania detí a mládeže. [The Book as the Main Tool of Education of Children and Youth]. Rodina a škola, 67(8), 23-24.
Lipman, M. (1982). Harry Stottlemeier´s Discovery. IAPC.
Lipman, M. (1983). Lisa. 2nd Edition. IAPC.
Lipman, M. (2003). Thinking in Education. Second Edition. Cambridge University Press.
Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the Classroom. Second Edition. Temple University Press.
Marrapodi, J. (2003). Critical thinking and creativity. An overview and comparison of the theories. https://pdfs.semanticscholar.org/5565/439dfeff5618e53ef5060a4e3f48ef069092.pdf
O´Connor, J. (2019). Document Analysis. In M. Lambert (Ed.), Practical Research Methods in Education (pp. 74-82). Routledge.
Sharp, A. M. (1998). The Doll Hospital. Australian Council for Educational Research.
Sharp, A. M. (2000). Making Sense of My World. Australian Council for Educational Research.
Silverman, D. (2011). Interpreting Qualitative Data. 4th Edition. SAGE Publications, Ltd.
Slavik, J. (2013). Tvorba jako způsob poznávaní [The Creativity as a Way of Knowledge]. Univerzita Karlova v Praze.
Splitter, L., & Sharp, A. M. (1995). Teaching for Better Thinking. The Classroom Community of Inquiry. The Australian Council for Educational Research Ltd.
van der Beek, & S., Lehmann, C. (2022). What Can You Do as an Eco-hero? A Study on the Ecopedagogical Potential of Dutch Non-fictional Environmental Texts for Children. Children´s Literature Education. https://doi.org/10.1007/s10583-022-09482-z
Torrance, E. P. (1974). Torrance Tests of Creative Thinking. Scholastic Testing Service, Inc.
Whitaker, A. (2017). Kreativní myšlení [Creative Thinking]. Dobrovsky, s. r. o.
Zbudilova, H. (2013). Literatura jako klic mysl otevirajici [Literature as a Mind-Opening Key]. In P. Bauman, (Ed.) Kriticke a tvorive mysleni: neni to malo? Rozvoj mysleni ve filosofickych, teologickych, psychologickych a pedagogickych souvislostech [Critical and Creative Thinking: is it Enough? The Development of Thinking in Philosophical, Theological, Psychological and Pedagogical Context] (pp. 134-154). TF JU.
How to Cite
Copyright (c) 2023 Simona Borisová, Gábor Pintes
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.