Explicating the Educational Implications of Caring Thinking from the Perspective of Matthew Lipman
Keywords:
Caring Thinking, Philosophy for Children, Matthew Lipman, Frankena’s Method, Educational Implications, Reflective Thinking, Moral Education, Communication Skills, Self-Awareness, Curriculum DevelopmentAbstract
This study aimed to identify and interpret the educational implications of the philosophical foundations of Matthew Lipman’s caring thinking framework using Frankena’s deductive method. This qualitative study employed a systematic literature review and semi-structured expert interviews to extract the philosophical components, indicators, and conceptual structures associated with caring thinking. Data sources included peer-reviewed publications, educational research documents, and works authored by Lipman and leading scholars in the Philosophy for Children (P4C) tradition. Interviews were conducted with specialists in philosophy of education, P4C practitioners, and curriculum experts selected through purposive sampling. Data analysis followed an iterative coding process in which extracted concepts were categorized into components and indicators and subsequently interpreted through Frankena’s ethical deduction framework, which includes conceptual analysis, examination of principles and assumptions, argument evaluation, and inferential conclusion building. Inferential analysis revealed that caring thinking comprises five main components—acceptance and attention to diversity, interpersonal communication development, respect for self and others, enhancement of self-awareness, and cultivation of communication and problem-solving skills. Deductive interpretation indicated that each component possesses distinct philosophical underpinnings and educational implications, including the promotion of reflective reasoning, ethical sensitivity, collaborative dialogue, and social responsibility. The model further demonstrated that caring thinking functions as an integrative construct linking cognitive, emotional, and interpersonal dimensions within educational practice. Overall, the inferential framework confirmed that caring thinking embodies both normative and pedagogical significance, making it essential for contemporary curriculum design and learner development. The study concludes that caring thinking, as conceptualized by Lipman, represents a multidimensional philosophical foundation with substantial educational relevance and should be systematically integrated into instructional design, teacher preparation, and curriculum policy to promote holistic learner development.
Downloads
References
1. Lipman M. Thinking in Education: Cambridge University Press; 2003.
2. Sharp AM. The other dimension of caring thinking: Routledge; 2017. 209-14 p.
3. Cam P. Thinking as Method. Analytic Teaching and Philosophical Praxis. 2023;43(1):1-14.
4. Lipman PNSM, editor The cultivation of humanity from the proposal of philosophy for children according to Matthew Lipman. In III Simposio Internacional Virtual de Filosofía y Educación; 2023.
5. Zhengye Y. Research on Teaching Strategies of Critical Thinking in Primary Chinese. Curriculum and Teaching Methodology. 2023;6(10):1-7. doi: 10.23977/curtm.2023.061001.
6. Wu C. Can Philosophy for Children improve critical thinking and attainment for Chinese secondary students? In Making Your Doctoral Research Project Ambitious. 2022:117-28. doi: 10.4324/9781003201366-11.
7. Saritepeci M, Yildiz Durak H. Effectiveness of artificial intelligence integration in design-based learning on design thinking mindset, creative and reflective thinking skills: An experimental study. Education and Information Technologies. 2024:1-35. doi: 10.1007/s10639-024-12829-2.
8. Wang J, Sheng M, Song R. Enhancing Classroom Behaviors and Creativity: The Impact of a Critical Thinking Workshop. International Journal of Education and Cognitive Sciences. 2024;5(1):8-15. doi: 10.61838/kman.ijecs.5.1.6.
9. Barahman M, Khodabakhshi Sadeghabadi F. Teaching Philosophy to Children. Journal of Modern Advances in Behavioral Sciences. 2017;2(9):90-104.
10. Abdollahpour R, Sarmadi MR, Biranvand Z, Seifi M. The Effect of Philosophy for Children (P4C) Program on Students' Moral Attitude and Its Explanation According to the Quran. Research in Islamic Education Issues. 2019;27(43).
11. Franzini Tibaldeo R. Lipman and Sharp's Philosophical-Educational Vision: Cham: Springer International Publishing; 2023. 27-69 p.
12. Oliveira JRD. Matthew Lipman and Ann Margaret Sharp. Philosophy for Children's Educational Revolution: Roberto Franzini Tibaldeo, Springer; 2023.
13. Tavakoli M, Saifian MJ, Ghaedi Y, Ardelani H. Analyzing the Concept of Positive Thinking in the Quran Using the Caring Thinking Approach in Matthew Lipman's Educational Program. Islam and Educational Research. 2023;29:107-20.
14. Eftekhari H, Eftekhari J, Eftekhari E. Evaluation of the Application of Care Thinking Components from Lipman's Point of View in the Intended Curriculum Content of the Sixth Grade of Elementary School. Educational and Scholastic Studies. 2023;11(4):592-74.
15. Hosseini SA, Rahnama A, Mousavi R. A Study of the Ontological Foundations of Merleau-Ponty and Lipman's Approach to Develop an Integrated Model for the Philosophy for Children Program. Thinking and Children. 2021;12(2):157-79.
16. Hedayati M. Development and Standardization of a Caring Thinking Assessment Questionnaire Based on the Educational Approach of Philosophy for Children. Educational Sciences (Journal of Educational Sciences and Psychology). 2018;6(2):153-78.
17. Zulkifli H, Hashim R. Philosophy for children (P4C) in improving critical thinking in a secondary moral education class. International Journal of Learning, Teaching and Educational Research. 2020;19(2):29-45.
18. Vahedi M, Kabiri AA. The Effectiveness of Philosophy for Children Program with Technology Enrichment on Happiness and Rumination in Orphaned and Abandoned Girls. Counseling and Psychotherapy Quarterly. 2022;13(49):163-92.
19. Michaud O, gregory MR. Philosophy for Children as a Form of Spiritual Education. Childhood & Philosophy. 2022;18:01-24. doi: 10.12957/childphilo.2022.69865.
20. Mardani F, Vázquez NP, Rajendrakumar J, Saadati SM. The Experience of Learning a Second Language as an Adult: A Qualitative Exploration of Motivation and Challenges. International Journal of Education and Cognitive Sciences. 2024;5(2):16-22. doi: 10.61838/kman.ijeas.5.2.3.
21. Meymanatabadi A. A Comparative Study of the Education Systems of Iran and East Asian Countries (Japan, South Korea, China). Afagh-e Oloum-e Ensani (Horizons of Human Sciences). 2023;76:77-93.
22. Konstandinos S. How Lipman's "caring thinking" theory for human thought may encourage the safeguarding of industrial and technological heritage. Conservar Património. 2023;44:57-66. doi: 10.14568/cp28987.
23. Ruitenburg SK, Ackermans K, Kirschner PA, Jarodzka H, Camp G. After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks. Learning and Instruction. 2025;95:102027. doi: 10.1016/j.learninstruc.2024.102027.
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2026 Majid Izadi Shaldehi (Author); Ladan Salimi; Seyyedeh Esmat Rasouli (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
