The approaches dealing with philosophy for children’s curriculum and introducing a new strategy for its application in Iran

The purpose of this research paper was to review approaches dealing with "Philosophy for Children’s Curriculum" and selecting appropriate alternatives for implementing this curriculum in Iran. Qualitative research and analytical method was used. In the steps of study, at first philosophy for children’s curriculum, introduced by the Institute for the Advancement of Philosophy for Children was presented and its strengths and weaknesses was checked out. Then, the approaches and strategies dealing with this new educational program in Iran were analyzed. Finally, the appropriate solution for the application of this program in Iran was suggested. The results showed that considering the local conditions, culture and philosophy of the educational system of Iran, the philosophy for children’s curriculum has numerous strengths and weaknesses. Therefore, considering the strengths and weaknesses of this program, three approaches was identified regarding the implementation of this program in Iran. The first one was "the Knockout Approach" which considers "removing the program" strategy, due to the weaknesses of the program. The second one was "the Passive Absorption Approach" which emphasized "the full assimilation" strategy due to the strengths of the program. The third one was "the Localized Approach" that suggested maintaining, modifying, refining and developing the program, considering both the strengths and weaknesses of the program. Considering the weaknesses of the program, this approach protects the educational system of Iran from the probable disadvantages and it helps to develop a program, appropriate with Iran’s philosophical and native culture. Among the suggested approaches and strategies, this study offered a localized approach and the "maintaining, modifying, refining and developing the program" as an appropriate strategy for application of the curriculum of philosophy for children in Iran.