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This research has been carried out with the aim of determining the effectiveness of a Philosophy Education Program on the development of moral judgment, pro-social behavior and anger control among students. Original Article 45 Original Articles Clinical Social Work and Health Intervention Vol. 9 No. 3 2018 Introduction Today’s human is facing a great treasure of human knowledge and business more than ever and the dominance of this treasure is growing every day. Despite the fact that access to this treasure of information has become readily possible through multiple sources, judgment, selecting and choosing relevant and appropriate information from the mass of information has become an extremely difficult task and requires high intellectual and mental skills (Maroofi & Mohammadnia 2013). During adolescence, the topic of ethics and ethical values and judgments are being more seriously discussed and as a social phenomenon, play an essential role in shaping, controlling and anticipating the actions and tendencies of people in society (Mahdavi & Zarei 2011). Among the scholars in the field of ethical development, Lawrence Kelberg raised the main theory about adolescents’ thoughts of right and wrong. Kelberg’s Theory is important in understanding moral development in adolescence because it is a description of advanced concepts that individuals use in understanding social interactions, like stories that are tied to the concepts of society, regulation and relationships (Santrock 2014). If we engage the teenagers’ mind with philosophical debates, we can grow their way of thinking. Lipman argues that Philosophy is an educational activity for children that improves their way of thinking and uses Philosophy as a method for fostering ethical and critical thinking and judgment (Lipman 2003). The Training Program of philosophical thinking has clear cognitive objectives; persuades the mind to act; is doing it through challenges, principled thinking and structural interaction. The Philosophy Education Program is a successful method in teaching a way of thinking. The global experience and evidence in more than 50 countries shows that Philosophy for children has contributed to the development of thinking skills (Brahman & Khodabakhshi 2017). In the process of searching for teaching Collective This experimental field study was a pre-test and post-test type with control group and conducting follow up stages. The statistical population of the study consisted of all second year High School female students in Ahwaz City: 40 students were selected out of 160 students by using a multistage cluster random sampling method and were assigned in an experimental group (20 people) and a control group (20 people) through simple random sampling. The experimental group was exposed to the Philosophy Education Program for 2 months and the control group didn’t receive any kind of intervention. The follow up stage was conducted after the post-test program and one and a half months after the intervention. Lotf Abadi’s Ethical Development Questionnaires, Pro-social Behavior Questionnaire of Carole et al and Eysenck & Wilson’s Aggression Questionnaire were used to collect information. Data analysis was conducted using Multivariate Covariance Analysis (MANCOVA) and ANCOVA’s single-variable analysis method. At the significant level of p < 0.001, the research results showed that Philosophy Education affects the development of moral judgment, pro-social behavior and anger control among students and this result was persistent in the follow up phase. 46 Clinical Social Work and Health Intervention Clinical Social Work and Health Intervention Vol. 9 No. 3 2018 Philosophy, teenagers gradually become familiar with conversational skills and learn to listen to each other with politeness and respect; put their ideas together; adapt logical reasoning for unconfirmed ideas (Akrami et al., 2015). Ethical reasoning is directly related to the levels of ethical development in individuals. Reasoning and ethical judgment are known as the right and wrong decisions and beliefs that a person behaves consciously with these judgments. Ethical judgment is the reasoning or justifications that we take into account for ethical values or decisions (Uhlmann et al. 2015). In teaching Philosophy, Masi & Santi’s research (2015) showed that teaching Philosophy to children which is known as a fundamental component of free thinking education plays an important role in their moral judgments. Jalilian et al. (2017) also indicates that teaching Philosophy to children has a positive effect on their problem solving ability and the development of ethical judgment among them. Students in the Philosophy teaching program become skilled and young explorers. Being an explorer is the main concept of this pattern; its purpose is to search actively; be a confident questioner and have a permanent consciousness for observing communications and differences; be ready all the time for comparison, coping, analysis and presenting hypothesis, experience, observation, assessment, and examination. Philosophy is a deep understanding and a kind of searching based on assessment for questions that people ask about their own lives and destinies; the beginning and end of the world; above all about immortality; understanding the fundamental cause of human desire to think, ponder and wisdom. The Philosophy of Learning isn’t other people’s points of view, but it is a kind of activity and an attempt to know (Brahman & Khodabakhshi 2017). Modifying the state of thinking s and putting the thinking element in the educational system in school is the initial aim of a Philosophy Program for children and adolescents and in the next stage, bringing up citizens who are sensible, self-critical, considerate and sensitive toward the social environment (Naji 2010 ). Social interaction during philosophical conversations paves the way for socialization along with proper judgment in children and adolescents, and increases the person’s accountability in social life (Juuso 2007). In this regard, Ghobadian’s research (2015) in the field of the effect of Philosophy teaching program on children and social skills of students indicates that the teaching program affected the social skills of fifth grade students and leads to an increase in interpersonal communication among Students. Pro-social behavior is one of the variables influenced by Philosophy Teaching. Pro-social behavior focuses on factors such as the situation and also the person which makes it useful and helpful in situations where others are suffering (Atadokht et al. 2016). Iseng believes that community-friendly behaviors are purposeful actions that are carried out for the well-being of others (Gravand & Manshai 2015). From Martin-Raugh et al.’s viewpoint (2016), the knowledge of pro-social behavior challenges human behavior in different situations and indirectly affects human behavior. In a study that was carried out by Chadi et al. (2016) in the field of Philosophy Teaching for High School Students, research results showed that in addition to understanding reading in learning, the effect of participation in the philosophical searching circle increase’s their community-friendly behaviors. Also, Leng’s 2015 research on the role of teaching based on Philosophical Searching in High School Students showed that the process of students’ philosophical questioning and sharing ideas and deep thinking makes stronger relations between students; increases their ability in making 47 Original Articles Clinical Social Work and Health Intervention Vol. 9 No. 3 2018 decisions; being the responsible member; committed to society. The results also indicate that in the philosophical searching process, having feelings of sympathy for others was promoted among students. Adolescence is considered as one of the most important and outstanding stages of human’s social and psychological growth and development which is associated with many stressful factors. This period represents a profound change that separates the child from the grownups causing many special issues that one of these main issues is anger and aggression which can be obviously seen in teenagers (Tajalinia & Karimi 2014). Anger or aggression is a behavior aimed to hurt yourself or others. Anger may have destructive effects, including injury, damage, self-harm and harmful attacks to yourself or others followed by high-risk behaviors (Akbari & Rahmati, 2015). Reducing emotional feelings and physiological excitement caused by anger; increasing the individual’s knowledge about anger; teaching effective methods and strategies to control it is the purpose of anger control interventions through Philosophy Teaching (Taylaniya & Karimi 2014). In this regard, Hedayati (2011) conducted a research titled “Children Philosophy and Aggression Control” and the results of the study showed that Child Philosophy tries to provide the opportunity for reinforcing reasoning and judgment for children through creating a space named the searching circle. Also, the results indicate that aggression can be controlled through dialogue and strengthening logical and rational thinking in the child. The Philosophy Education Program creates the teaching of thinking alphabets in students. When students are placed in the searching circles, they will become self-confident, will love themselves and their social intelligence and interpersonal relationships will improve. Educational practitioners have contributed to children’s thinking growth and their proper judgment from the very beginning of their childhood through considering Philosophy Teaching in the curriculum of schools in order to not get into trouble when they encounter various critiques and issues in their adulthood. Based on the above mentioned, the current study was carried out with the aim of evaluating the effectiveness of Philosophy Training Program on development of moral judgment, pro-social behavior and anger contr

Effectiveness of a Philosophy Education Program on Development of Moral Judgment, Pro-social Behavior and Anger Control in Students