Philosophy for Children and the Incidence of Teachers’ Questions on the Mobilization of Dialogical Critical Thinking in Pupils

Abstract

More and more, education programs from many countries consider Critical Thinking (CT) to be an essential 21 st century competency. Our conception of CT corresponds to a socio-constructivist epistemology and the context of our research is situated in the Philosophy for Children approach. This text presents a study, in which we compared results from two exchanges, one which was conducted with closed anecdotal-type questions, and the other with open philosophically-oriented questions. The analysis tool was the operational model of the developmental process of Dialogical Critical Thinking (DCT), developed and validated in previous studies. Participants were five groups of Moroccan pupils aged 10 to 15 years. Results indicate that in the exchange conducted with closed anecdotal-type questions, the overall epistemology of groups of pupils aged 10 to 15 years was simple, and the dominant epistemological perspective was post-egocentricity. In the exchange conducted with open philosophically-oriented questions, the overall epistemology for the majority of pupil groups was simple with a tendency toward a complex epistemology, and the dominant perspective for the majority of groups was relativism.

Developing critical thinking in classrooms: Teacher responses to a Reading-for-Meaning workshop

“…Lipman's philosophy for children (P4C) makes use of thinking tools or moves which teachers may use to get learners to engage in dialogue as they learn how to think, how to talk with others and explore ideas together (Green, Condy & Chigona 2012). Daniel, Belghiti and Slusarczyk (2017) suggest three important steps to implementing the P4C strategy in the classroom. The first step is to provide a suitable catalyst.…”

“…This is a fundamental step since the learners take ownership of the lesson content and it empowers them, because they are taking on the role of the teacher. This means that the learners are 'persons-who-think-and-question' (Daniel et al 2017). The third step is the dialogue within the communities of inquiry (Daniel et al 2017).…”

“…This means that the learners are 'persons-who-think-and-question' (Daniel et al 2017). The third step is the dialogue within the communities of inquiry (Daniel et al 2017). In this step learners are asked to choose the questions they want to answer within their communities.…”

Modelo Filosofía De Niños Para El Desarrollo Del Pensamiento Crítico-Creativo en Estudiantes De Educación Primaria De Cutervo

“…Al respecto, Daniel (2017) en su investigación con niños marroquíes, identifica que los estudiantes no movilizan adecuadamente las habilidades del pensamiento, por tal razón, aplica filosofía de niños como estrategia didáctica, obteniendo como resultados el desarrollo significativo del PCC. Tomando como referencia lo mencionado anteriormente se ha planteado la aplicación de la propuesta modelo de Filosofía de niños para el desarrollo del PCC.…”

Mise en oeuvre du programme de philosophie pour enfants : les effets sur l’enseignement selon trois enseignants du primaire

“…L'échange est dit philosophique et dialogique lorsque les élèves co-construisent du sens en partageant leurs réflexions avec leurs pairs (Topping et Trickey, 2014;Reznitskaya et Gregory, 2013;Daniel, 2005). À ce jour, quelques résultats de recherches montrent que lorsque des élèves sont placés en situation de communauté de recherche philosophique, ils mobilisent des habiletés cognitives et sociales, telles qu'inférer, faire des analogies, questionner, produire des exemples, écouter et être à la recherche de solutions (Daniel, Belghiti et Auriac-Slusarczyk, 2017;Gagnon et Yergeau, 2016;Daniel et Gagnon, 2016;Topping et Trickey, 2014;Millet et Tapper, 2012;Trickey et Topping, 2004).…”