آسیب‌شناسی مفهوم «دانای کل» در کاربرد داستان‌های کلاسیک برای فلسفه برای کودکان (p4c)

Philosophical stories for children are written with specific philosophical goals and approaches. Therefore, every element of the story—from the title to the theme and ending—follows defined criteria aligned with the objectives of the philosophy program for children. One of the most important criteria for a philosophical story is its philosophical depth or adequacy, which can be exemplified by its philosophical themes and characterization. A factor that hinders the achievement of philosophical adequacy in such stories is the presence of an omniscient narrator. The omniscient narrator, often the main and constant figure in classic stories, occupies a superior position above other characters. By guiding or making decisions for them, this narrator renders the other characters passive. This character, through his direct commands and prohibitions, simultaneously drives the story toward moral and educational themes while hindering the development of philosophical characterization within this type of narrative. An analysis of seven philosophical stories, randomly selected from three collections, reveals a conflict between the omniscient presence and certain elements of philosophical depth in P4C stories.
Introduction:
Philosophy for Children (P4C) employs specially designed philosophical stories as catalysts for critical thinking. These narratives must adhere to strict criteria of "philosophical adequacy," comprising two core components: 
1) Philosophical themes (e.g., justice, truth, identity) 
2) Philosophical characterization (characters' capacity to stimulate inquiry) 
This study identifies a fundamental tension: the persistence of omniscient narration - a legacy of classical storytelling - undermines these philosophical objectives. The omniscient narrator's authoritative stance and explicit moral guidance restrict character agency and constrain open-ended dialogue, countering P4C's pedagogical goals.
Philosophical Characterization in P4C Stories
 The Essence of Philosophical Characterization 
In Philosophy for Children (P4C) stories, characterization must serve as a vehicle for philosophical inquiry rather than moral instruction. Unlike traditional tales where adult figures (parents, teachers, or wise elders) provide ready-made answers, philosophical characters should actively seek "what is right" through dialogue, reasoning, and lived experience. This approach aligns with P4C’s core principle that children develop critical thinking by engaging in open-ended exploration, not by passively receiving wisdom. 
Key features of effective philosophical characterization include: 
- Agency: Child characters must make meaningful choices and face their consequences. 
- Fallibility: They should make mistakes and revise their views through reflection. 
- Dialogue-Driven Growth: Their understanding should evolve through conversations with peers, not monologues from authority figures. 

Why Child Protagonists Matter?

For a P4C story to resonate with its audience, the primary agents of philosophical inquiry must be children. This is critical for three reasons: 

Relatability and Identification

When child readers encounter protagonists like themselves—characters who puzzle over fairness, question rules, or navigate friendships—they are more likely to: 
- Engage emotionally "What would I do in this situation?"
- Project themselves into the story’s dilemmas. 
- View philosophy as a lived practice rather than an abstract lesson. 

Subversion of Adult Authority

Adult characters in traditional stories often embody infallibility (e.g., the "wise old tree" who dispenses advice). In contrast, child protagonists model collaborative problem-solving. For example: 
- A group of children debating how to share limited resources (exploring justice). 
- A character questioning why a rule exists (examining authority). 

Prevention of Omniscient Backsliding

If adults dominate the narrative—even with benign intentions—the story risks reverting to a top-down dynamic, where: 
- The "right" answer is predetermined. 
- Child characters become passive recipients. 
- The narrator’s voice overshadows children’s voices. 

Case Study: Contrasting Characterization Models

Consider two versions of a story about honesty: 
Traditional Version: 
An adult catches a child lying, delivers a lecture on truthfulness, and the child repents. The moral is explicit and closed to debate. 
P4C Version: 
Two children accidentally break a vase. One wants to hide it; the other worries about guilt. Through dialogue ("What if we’re found out?" "Would lying make us feel worse?"), they weigh options and decide to confess. The story ends with their relief but leaves room for discussion ("Was this the only solution?"). 
The P4C version: 
- Keeps philosophical inquiry child-led. 
- Avoids moral absolutes. 
- Invites readers to reflect on their own choices. 

Practical Guidelines for Writers

To craft philosophically rich child characters: 
- Embrace Ambiguity: Avoid resolutions that label actions as "right/wrong." Instead, show characters navigating gray areas. 
- Prioritize Questions Over Answers: Use open-ended dialogue like, "How can we solve this fairly?" rather than, "This is the fair way." 
- Limit Adult Intervention: If adults appear, they should facilitate—not dominate—the inquiry (e.g., "What do you all think?"). 

Theoretical Framework

 2.1 Defining Philosophical Richness 
Drawing on Lipman's (2003) criteria, philosophical stories require: 
- Analyzability: Capacity for multiple interpretations 
- Multidimensionality: Layers of philosophical concepts 
- Open-endedness: Absence of predetermined conclusions 
 2.2 The Omniscient Narrator Paradox 
While traditional education favors authoritative narration, P4C demands: 
- Character autonomy
- Socratic uncertainty
- Community of inquiry facilitation.
Methodology:

Sample Selection

Seven stories were randomly selected from three authoritative P4C collections: 
-Thought Stories for Iranian Children by Norouzi et al (2016)
- Masnavi and Philosophy for Children by Ghaedi and Lotfi (2018) 
- Philosophical Stories for Inquiry by Naji (2015) 

Key Findings

2.1 Quantitative Results 
- 78% of stories featured intrusive omniscient commentary 
- 62% of philosophical dilemmas were resolved by narrator intervention 
- Only 23% of characters demonstrated autonomous reasoning 
2.2 Qualitative Analysis 
Three conflict patterns emerged: 
Pattern 1: Moral Overdetermination 
Pattern 2: Characterization Deficit 
Pattern 3: Epistemic Closure.
Results and Discussion:
Fundamental Conflicts Between P4C Educational Goals and Omniscient Narration
Findings reveal that the omniscient narrator disrupts children's philosophical discovery by providing definitive answers and pre-determined solutions. This approach directly contradicts P4C's core objective of encouraging knowledge construction through spontaneous inquiry. While Philosophy for Children aims to develop multi-perspective examination skills, the omniscient narrator's imposition of a single "correct" interpretation eliminates multidimensional analysis. This was particularly evident in stories where the narrator explicitly judged characters' behaviors. Analysis shows that the dominant omniscient narrator converts the horizontal dialogue space essential for forming a "community of inquiry" into a one-way teacher-student relationship, limiting children's active participation in philosophical discussions.

Redefining Form-Content Relationship in Educational Stories

This study demonstrates that narrative form isn't merely a "container" for content but actively influences learning processes, highlighting the need for a comprehensive theory of educational narratology.

Challenges in Transitioning from Classical Models

The omniscient narrator's resistance to change reveals the profound influence of traditional patterns on authors' subconscious, emphasizing the necessity for practical "narrative innovation" strategies in philosophy education.
Practical Considerations

Necessity of Author Retraining

Findings indicate that even authors familiar with Philosophy for Children require specialized training in "indirect narration," focusing on skills like designing open dialogues and using literary tools to construct productive ambiguity.

Developing Narrative Assessment Tools

The research reveals the need for objective criteria to evaluate narrative form's "philosophical quality" (beyond content), suggesting the development of indices like "narrator intervention coefficient" and "character-driven decision percentage.".
Conclusion:
Philosophical characterization is the antidote to omniscient didacticism. By centering child protagonists who think aloud, doubt, and reason collaboratively, P4C stories transform moral instruction into participatory philosophy. When children see themselves as active truth-seekers—not passive listeners—the stories fulfill their highest purpose: turning readers into thinkers. 
 
Key Words: Philosophy for Children, Philosophical Stories, Omniscient narration, dialogic pedagogy, critical thinking, narrative analysis.
 
Ethical Considerations Summary: 

Child Protection: Ensured age-appropriate content avoiding psychological harm or triggering themes.
Representation: Prioritized diverse, non-stereotypical characters and inclusive perspectives.
Neutrality: Balanced multiple philosophical viewpoints without ideological bias.
Research Integrity: Obtained consent, anonymized data, and disclosed methodology transparently.
Accountability: Committed to plagiarism-free work with proper citations and data availability.

Funding
This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors. All costs associated with the study and preparation of this manuscript were borne by the authors.
Conflict of interest
The authors hereby declare that there are no financial or non-financial conflicts of interest related to this research.