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The effectiveness of philosophical thinking games on moral judgment and subjective vitality among sixth-grade elementary students
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Soheila Hosseinpour *1    , Farzaneh Shokri2 |
1- Department of Educational Studies and Curriculum Planning, Sa. C., Islamic Azad University, Sanandaj, Iran
2- Department of Educational sciences، Sa. C., Islamic Azad University, Sanandaj, Iran |
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Abstract: (16 Views) |
Background and Purpose: Philosophical thinking games are a powerful learning tool that contributes to the comprehensive development of the children and foster their mental vitality. The present study aimed to determine the effectiveness of philosophical thinking games on moral judgment and mental vitality of sixth-grade elementary students
Method: This quasi-experimental study employed a pretest-posttest design with a control group. The statistical population consisted of all sixth-grade elementary students in the city of Sarpol-e Zahab in the academic year 2022–2023 (n = 765). Using convenience sampling with inclusion and exclusion criteria and on a voluntary basis, 40 sixth-grade students were selected from elementary schools and randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received an intervention program based on Lipman's Philosophy for Children (P4C) across 14 sessions, while the control group received no training; however, at the end of the study, they received a summary of the intervention package to observe ethical considerations. The research instruments included the latest version validated in Iran of the Moral Judgment Test (MJT; Durgan Dasinha & Miravarama, 1998) and the Subjective Vitality Scale (SVS; Ryan & Frederick, 1997). Data were analyzed using univariate and multivariate one-way analysis of covariance (ANCOVA & MANCOVA) and SPSS-26.
Results: The results indicated that the F-statistics for the components of moral judgment- recognition (9.464), incomplete sentences (7.245), comparison (6.842), best moral response (22.040), moral reasoning (4.346), and defining moral concepts (5.713)- as well as for the variable of subjective vitality (11.365), are significant at the 0.001 level; this demonstrates that there is a significant difference between the two groups in these variables.
Conclusion: Based on the results of this study, philosophical thinking games foster moral judgment and increase students' mental vitality. These games can be incorporated as an efficient method into elementary school curricula as an effective method to foster children's thinking, mental vitality, and moral development.
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Article number: 2 |
| Keywords: Moral judgment, philosophical thinking games, students, subjective vitality |
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Type of Study: Research |
Subject:
Special
Received: 2026/09/8 | Accepted: 2026/10/25 | Published: 2026/10/27
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