a study of piajet s and lipman s educational views, with an emphasis on the philosophy for children program.

the main purpose of this research is to evaluate and compare the educational ideas of piajet and lipman, with emphasis on philosophy of education programs for children. in the late 1960s in usa, matthew lipman, the professor of montclair university, designed and presented a program as philosophy for children that based on the best time to shape thinking skills is in child and with through reflection-based methods. this view by emphasizing on the assumption that if the child's mind engaged with philosophical topics, we can bring up their ways of thinking. was against piaget's view. piajet's main presupposition is that the development of children argument and thinking abilities is a natural process, so any attempt to accelerate it is false and time killing and when people arriving at nearly 12 of formal operations can think about abstract issues. the result is both are emphasized on necessity and centrality of teaching thinking, with the difference that the start time of training isn't same. the result is both emphasized to necessity on teaching thinking. so both are trying to design and present training programs fits with intellectual and mental abilities.