The Importance of Philosophical Knowledge in Shaping Children's Thinking System and Worldview
Bibliographic record
Abstract
From the moment of birth, a child strives to comprehend and understand the surrounding world, taking the first steps toward philosophical thinking through this cognitive process. However, in today's rapidly developing information society, there are numerous factors that distort children's consciousness, lead to flawed perceptions, and limit their worldview. Therefore, for children, it is important not only to acquire knowledge but also to develop the ability to analyze, evaluate, and think critically. In this regard, philosophy contributes significantly to children's personal development by fostering decision-making skills, comparative and critical thinking, and empathy, helping them to understand their own identity and grow as individuals. Currently, philosophy as a subject is not included in Kazakhstan’s school curriculum. However, drawing on global experience, it is evident that in developed countries such as Western Europe, the USA, Canada, and Australia, philosophical education is systematically implemented at the secondary school level based on the “Philosophy for Children” (P4C) program. Introducing philosophy into the school curriculum contributes not only to the personal development of the child but also to the formation of public consciousness, the strengthening of family relationships, and the cultural and spiritual growth of the country. In this context, the development of philosophy and the promotion of interest in it is a highly important and relevant issue for Kazakh society. Today, Kazakhstan faces various internal and external challenges, including issues in the education system, corruption, social inequality, religious extremism, external ideological influences aimed at weakening national identity, and cultural assimilation within globalization processes. Philosophical education serves as an indispensable spiritual tool to counter such problems. A society with a strong philosophical and national consciousness is more resilient in overcoming global spiritual and existential crises.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.003 | 0.008 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".