Abstract
The aim of this research is to study humorous tales in Masnavi according to Lipman's views on “Philosophical thinking components”. To achieve this goal, first, Lipman's components of philosophical thinking were identified and divided into three dimensions of critical, creative and caring thinking components. In the second part, using deductive analysis method and based on the theoretical framework provided in the first part, the triple components were identified and analyzed in three humorous tales of Masnavi. Research findings showed that critical thinking components, in terms of frequency, have given more richness to stories. In the next stage, caring thinking components were more present in stories and components of creative thinking were also in the final stage. It is suggested that teachers in their lessons use stories that have more philosophical potential due to more components. In addition, it is recommended that children's literature authors interested in creating stories with intellectual and philosophical themes, be inspired by the components of this research to write their stories. Children's literature authors are also recommended to rewrite the stories of this research for two age-groups of children and adolescents. Rewriting stories should not neglect any component of the source texts. Key words: Philosophical thinking components, Lipman, Masnavi, Philosophy for children.
Highlights
If philosophy is questioning and searching for the truth and is trying to ask the main questions of life, it can be said that some children's questions are philosophical
The aim of this research is to study humorous tales in Masnavi according to Lipman's views on “Philosophical thinking components”
Children to explore the realities of the world around them, ask questions that are philosophical in nature: “Where did grandfather go after his death? My mother asked me to tell the truth, what is the truth? My father said that my reason is not satisfying, how can I provide a satisfying reason?” These are some examples of children’s philosophical questions and their need for philosophy
Summary
If philosophy is questioning and searching for the truth and is trying to ask the main questions of life, it can be said that some children's questions are philosophical. Prominent expert of children's literature and philosophy, reckons that “children are natural philosophers” They ask philosophical questions and want to discover the truth personally” (Matthews, 1995:17, 18). Karin Murris )2012) in response to the question "can children do philosophy?" says: “my temporary answer to this question is poignantly formulated by Sharp and Splitter. They write: “...abstract concepts to do with conservation, causality, the mind, reality, personhood and truth may be within the grasp of young children provided that they can find pathways to and from their own more concrete experiences. It is up to adults to lay the groundwork for the construction of these pathways” (Splitter and Sharp, 1995: 22)
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