رویکرده‌ای نوآورانه در بازآفرینی داستان‌های کهن ادبیات فارسی برای کلاس‌های فلسفه برای کودکان

This article examines the use of narrative in Philosophy for Children, a program established in the 1970s that has always used stories as the primary tool for classroom discussion. As the educational approach spread globally, debate intensified over which narrative texts could effectively serve this pedagogical purpose. The author argues that not every story with an incompatible structure can be used in this context. The article proposes that classical tales, widely found in world literature and Persian literature, represent one of the richest resources available for this teaching method.