Analysis and Criticism of Thinking in Matthew Lippmann's Epistemological System Based on Lisa's Book: Childhood at School

Authors

1 Professor of Philosophy and Theology, Shahid Rajaee Teacher Training University, Tehran, Iran

2 Professor of Islamic Philosophy and Theology, Shahid Rajaee Teacher Training University, Tehran, Iran

3 Ph.D Student of Philosophy in Shahid Rajaee Teacher Training University

4 Ph.D of Philosophy from Shahid Rajaee Teacher Training University, Tehran, Iran

10.22080/jepr.2025.28125.1230

Abstract

The present study was designed to answer the main question, "How is thinking analyzed in Lippmann's epistemological system and what criticisms are made of it?" The authors have tried to find an appropriate answer to the question by presenting this question to Lisa's story and using the study, description, and analysis of Lippmann's works using library tools. In summary, the results obtained can be stated as follows: Lippmann uses reasoning and thinking in the same sense and considers thinking to be an improveable skill and introduces the principles of logic as criteria for evaluating skillful and unskillful thinking. It can be said that he considers the task of educational systems to be to strengthen the cognitive potential of children and adolescents for more efficient thinking in the future. To achieve this, he presents the "Philosophy for Children" curriculum in the form of books. The goal of this program is to help children become more thoughtful, more profound, and more reasonable for more logical and meaningful thinking. For example, in the book Lisa, Lippmann has considered the development of moral judgment in adolescents. Thinking in Lippmann's epistemological system has the following levels: experience; assimilation; central problem of the mind; reasoning; inference. Lippmann considers the discovery of meaning to be the focal point of the evaluation of effective thinking. While he is an empiricist and pragmatist and tries to summarize thinking skills in matters that can be analyzed and evaluated rationally;

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