An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students.
Classroom teaching has two aims: learning philosophy, that is, the great philosophers, and doing philosophy. This article provides an overview of thirty exercises that can be used for doing philosophy, grouped into three approaches. The first approach, doing philosophy as connective truth finding or communicative action, is related to such philosophers as Dewey and Arendt, and is illustrated by the Socratic method. The second, doing philosophy as test‐based truth finding, is related to such philosophers as Popper, and is illustrated by Community of Philosophical Inquiry. The third, doing philosophy as juridical debate, judging truth‐value and making judgment, is related to such philosophers as Foucault, and is illustrated by philosophical debate. The analysis shows that although the classical methods applied by the great philosophers appear to be missing from classroom exercises, they do, in fact, remain at the heart of the matter.
Searching for new methods to start a genuine dialogue in secondary school classrooms, bibliodrama as an active form of putting religious stories in action was used. The research focused on examining relationships between student learning activities and teacher behavior; six lessons were analyzed in a qualitative cross-case analysis. A dialogue in the classroom aims to evoke theologizing by the students, also to be called religious-thinking-through. The effectiveness of religiousthinking-through was operationalized into three learning activities (testing positions, producing criticism, and reflecting) and six teaching scaffolds, building stones used by teachers to gear active learning. A quantitative correspondence analysis yielded a scale that contrasts more from less effective lessons. The specific contribution of an effective religion teacher is to show understanding, give space and listen. When he asks meta-cognitive questions in a debating way of connective truth finding this leads to a higher level of religious-thinking-through by students.
Ré suméUtilisation de l'analyse des correspondances dans les é tudes de cas multiples. Dans la recherche qualitative des études de cas multiples, Miles et Huberman ont proposé de résumer les cas distincts dans une méta-matrice qui se compose des cas croisés avec des variables. Yin a discuté de la synthèse des cas croisés pour étudier cette matrice. Nous proposons de recourir à l'analyse des correspondances (CA) pour étudier cette matrice. CA est une méthode quantitative qui donne une représentation graphique des lignes et des colonnes d'une matrice. Les lignes et les colonnes reçoivent les coordonnées qui peuvent être interprétées comme des quantifications; permettant que les cas soient comparés en utilisant ces quantifications. S'appuyant sur un exemple de la recherche qualitative en éducation concernant la philosophie, nous illustrons les deux méthodes et montrons leur complémentarité. Nous discutons des particularités de l'application de CA à l'étude de cas, tels que des moyens flexibles de codage des données, et la stabilité de la solution CA lorsque le nombre de cas est beaucoup plus petit que le nombre de variables. AbstractIn qualitative research of multiple case studies, Miles and Huberman proposed to summarize the separate cases in a so-called meta-matrix that consists of cases by variables. Yin discusses cross-case synthesis to study this matrix. We propose correspondence analysis (CA) as a useful tool to study this matrix. CA is a quantitative method that yields a graphical display of the rows and of the columns of a matrix. The rows and the columns receive coordinates that can be interpreted as quantifications, hence the cases can be compared using these quantifications. Using an example from qualitative educational research into teaching philosophy, we illustrate both methods and their complementarity. We discuss special features of the application of CA to case study research, such as flexible ways of coding the data, and the stability of the CA solution when the number of cases is much smaller than the number of variables.
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