作為一個非營利機構， 毛毛蟲希望 能散播兒童哲學的理念及做法， 試著將它對教育、對孩子、 對人與人之間的關係、 對民主的討論態度、對親子關係的想法， 與不同的活動結合， 以延續兒童哲學背後的精神－ 對於人及思考珍貴性的尊重； 它不僅是一種教養的方式， 也是一種生活的態度。 毛毛蟲的核心理念 1.小孩像哲學家一樣，對自己說的話感興趣，愛玩語言遊戲。哲學始於驚奇，而孩子處於好奇驚異之心最活潑時，應是哲學播種的最好時機。 2.孩子能夠思考，也需要發展思考，並藉助與他人對話，來發展討論的能力，以幫助自己獨立自主的思考，而這些，就是兒童哲學的目的。 3.了解孩子，傾聽孩子，跟孩子對話，邀請您共同為孩子創造各種不同的思考舞台！ 我們在做的事包括﹕ 1.推廣與研究思考實驗課程。 2.兒童哲學教材的翻譯與本土教材的開發。 3.幼稚園及國小教師研習(兒童故事、兒童哲學與合作思考教學)。 4.舉辦教學專業成長活動。 5.培訓全國故事團體(故事媽媽研習與書香活動推展)。 6.圖畫書的研究與推廣。 7.毛毛蟲月刊及書籍的出版工作。

A Brief Introduction to Caterpillar Philosophy for Children Foundation Can children do philosophy? And can pre-school children do philosophy? Of course they can! They have the ability to learn philosophy, and moreover, should learn. Doing philosophy is the way children interact with the world---they are full of curiosity and feeling of surprise and awe in how things work, and continually ask innocent questions such as “What is this?”, “What is that?”, “Why”, and “And then?”. As they are asking questions, they are also seeking to discover how all the things that they encounter in life work, including asking questions about themselves. They seek to discover complex meaning about themselves and the world by asking these innocent questions. Adults who are their companions should try to find a way to work with them on these inquiries, instead of planning a specific curriculum to teach them. Moreover, the adults should not hinder their common path of inquiry. The objective of Caterpillar Philosophy for Children Foundation is to promote philosophy for children (shortened to P4C) on Taiwan and emphasize its philosophical and analytical methodology. The Philosophy for Children Movement began with the establishment of IAPC. In its evolution to the present, there have been different emphases and attitudes. There are many people who advocate Philosophy with Children, meaning doing philosophy together with children. But whatever the emphasis, P4C was the brainchild of Matthew Lipman and represented a revolution in the teaching of thinking. It sought to re-evaluate the meaning of philosophical discovery within the philosophical tradition and to establish a close connection of philosophy with real life and return to philosophy’s roots. Methodologically, P4C emphasizes the establishment and implementation of a “community of inquiry”. A philosophical community of inquiry promotes communication of philosophical ideas, exchange of values, establishing theory, and carrying out discussion. In the process of implementation, P4C emphasizes each individual child’s right to ask questions. The accompanying adults need to avoid over-directing philosophical inquiry. What is emphasized is process, to ensure that everyone listens to each other’s ideas, everyone tries to be serious in attitude as each shares his or her experience. In this way, the community of inquiry develops a habit of reasonableness and understands how to clear up ideological clashes. However, the community of inquiry also learns to live with ambiguity and uncertainty—learning to tolerate and even appreciate these qualities. Within the methodology of P4C, whether philosophy for children or philosophy with children, children’s inquiries, interests, and opinions should be foremost and most respected. Adults and experts should learn from them. We believe that in order to respect children, we must learn from them, especially their ability to use innocent questions to explore complex phenomena, an ability that the vast majority of adults has already lost. In the beginning experiments and promotion of P4C on Taiwan, we religiously followed the IAPC tradition. Methodologically, we adopted the community of inquiry and all teaching and inquiry was carried out within that community of inquiry. Thus, we did not lecture, but emphasized reading texts together to appreciate, to ask questions, and to discuss, and to self-evaluate alongside producing plans and case studies. On the foundation of analytical thinking, P4C carries out critical, creative, and narrative thinking. While developing the above attitude and skills on thinking, we have striven to continuously practice self-examination, and utilize judgment to find error, accept criticism, correct shortcomings, and revise viewpoints. We have emphasized evidence and sharing our subjective views. This is the IAPC tradition, which presupposes that the most meaningful method for philosophy, especially P4C, is to be discovered from our joint lived experiences. Thus this principle holds an important position in P4C education. In the beginning of Caterpillar Philosophy for Children Foundation’s early stages, in addition to promoting philosophical education, we began an initiative proposed by Professor Lin Mingde for the “Shu xiang man Bao Dao [Book Fragrance all over the Precious Island]” movement, and, having obtained the support of Lin Chunzhi of the Humanities Council [Wen jian hui], carried out this proposal for three years. During this time, we also began to nurture “Storytelling Mothers” to go into every corner of Taiwan to communities, schools, and libraries to tell stories. We also assisted communities to establish Storytelling Associations. Besides accepting Caterpillars assistance in nurturing storytellers, we also tried to emphasize the method of having children ask the questions and lead the discussions. Viewed from a certain aspect, this was a new development for P4C on Taiwan. The Caterpillar Foundation for Children's Philosophy has three organisational centres: the Taipei Headquarters, the Taitung Picture Book Writers' Centre on the east coast of Taiwan, and the Chiayi Centre, which will be newly established in 2023 in the south. The Taipei headquarters is the Philosophy for Children Education Centre (P4C), which is mainly responsible for children's philosophy education and research. Taipei Headquarters also publishes a bimonthly children's philosophy magazine and other related publications. The Taitung and Chiayi branches are picture book writers' centres, and are used for exhibition purposes, displaying the works of picture book writers from both Taitung and Chiayi. In addition, both centres have a large collection of picture books and have created picture book libraries for use by local children. It is hoped that the Taitung and Chiayi centres can provide children with an environment for reading and discussion, and promote the educational development of children in remote areas.