Investigating the methods of teaching philosophy to teenagers (by emphasizing three different approaches in this field)

Abstract: Considering the importance of teaching philosophy to teenagers, the purpose of this research is to study and examine the methods of teaching philosophy to teenagers. This research investigates the methods of teaching philosophy to teenagers in secondary school by using the qualitative research method of documentary studies. According to different approaches in the field of teaching philosophy to teenagers, in this research the methods of teaching philosophy to teenagers have been examined in three approaches. Exploratory, collective exploration, discussion, Community of inquiry and question and answer, and in Australia according to Philip Cam, the methods include: story, use of question, Community of inquiry, group discussion and dialectic; and according to Millet, it includes: Community of inquiry and images. And in France, according to Bernafier, it has included the use of questions to start a discussion, Socratic dialogue, and Community of inquiry, and in England, according to Fisher, Garrett Matthews, Sutcliffe, it includes: stories, Community of inquiry, group discussions, plays, role playing, music, handmade things and objects, is a Socratic dialogue. Also, the results of this research show that all three approaches use the methods of philosophical stories, collective exploration, hive-exploration circles, and question and answer, and their differences, especially in the first approach, philosophical stories are used to start the discussion, but in the second approach uses a philosophical question as a starting point.