The Pippi Longstocking book series as a case artifact for analyzing educational philosophies¶

Element · All elements
Evidence · no claims cited

Description¶

The three classic Pippi Longstocking books by Astrid Lindgren (written in Swedish in 1945, translated into many languages and countries) serve as the data source for the study's document analysis. The author examined "the book chapters where Pippi engages or decides to engage in any form of educational practices", coding episodes such as Pippi's first school day (Book 1, Chp. 4) where she questions arithmetic, reading, and drawing lessons. The series portrays a protagonist who is self-regulated and challenges authority while still being able to "live and thrive in relation with others", making it usable material for philosophy-of-education analysis.

Design Implications¶

Context¶

Requirements¶

• Analysis focuses on chapters involving educational practices, using deductive categories derived from educational philosophies

Constraints¶

• The study analyzed Turkish translations of the books; examples are limited by space and full data available on request

Target Learners¶

• pre-service teachers
• educators
• parents

Target Learning Goals¶

• understanding how educational philosophies manifest in practices and stakeholder roles

Claims¶

Related Elements¶

Examples¶

• Use Pippi Longstocking experientially in pre-service teacher education to practice educational philosophies.

Key Sources¶

• Ozturk, N. (2023). Clash of Traditional and Contemporary Educational Philosophies in Pippi Longstocking. EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings, Ani Publishing, pp. 366–382. https://eric.ed.gov/?id=ED638455