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200Philosophy, Critical Thinking and Philosophy for Children1Educational Philosophy and Theory 43 (5): 415-435. 2011.For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy
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1262Cet article se base sur des résultats d’enquête récents montrant que, chez des adolescents marocains âgés de dix à dix-huit ans, les manifestations de pensée critique dialogique se si-tuent majoritairement dans une « perspective épistémologique » appelée « relativisme » par un modèle développemental élaboré dans les quinze dernières années avec la méthode de la théorie ancrée. Pour comprendre ces résultats de recherche, qui contrastent avec ceux obte-nus auprès d’adolescents québécois et françai…Read more
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36The Impact of Philosophical Discussions on Moral Autonomy, Judgment, Empathy and the Recognition of Emotion in Five Tear OldsThinking: The Journal of Philosophy for Children 16 (4): 4-12. 2003.
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Community of Inquiry in Mathematics for Higher EducationAnalytic Teaching and Philosophical Praxis 16 (2): 81-89. 1995.
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Philosophy for Children Adapted to Mathematics:: A Study of its Impact on the Evolution of Affective FactorsAnalytic Teaching and Philosophical Praxis 23 (1): 10-25. 2003.
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8Concepts of Cooperation in the ClassroomPaideusis: Journal of the Canadian Philosophy of Education Society 12 (2): 45-56. 1999.
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Evolution of Pupil’s Attitudes to Mathematics When Using a Philosophical ApproachAnalytic Teaching and Philosophical Praxis 20 (1): 46-63. 2000.
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Philosophy of Mathematics in the ClassroomAnalytic Teaching and Philosophical Praxis 20 (2): 88-104. 2000.
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Teaching Training in Physical Education, Towards a rationale for a Socio-constructivist ApproachAnalytic Teaching and Philosophical Praxis 16 (2): 90-101. 1995.
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1Improving Emotion Comprehension and Social Skills in Early Childhood through Philosophy for ChildrenChildhood and Philosophy 9 (17): 63-89. 2013.The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention usi…Read more
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10Thinking, mind, the existence of God,..Thinking: The Journal of Philosophy for Children 7 (3): 21-22. 1988.
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20Women, Philosophical Community of Inquiry and the Liberation of SelfThinking: The Journal of Philosophy for Children 11 (3-4): 63-71. 1994.
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27The Developmental Dynamics of a Community of Philosophical Inquiry in an Elementary School Mathematics ClassroomThinking: The Journal of Philosophy for Children 15 (1): 2-9. 2000.
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1Reflections on the Notion of CooperationAnalytic Teaching and Philosophical Praxis 14 (2). 1993.At birth, human beings are immature, helpless and dependent on others. Unlike other animals who can survive by themselves after a few hours of life, human babies need adults to help them to learn how to live. Yet, humankind survived and adapted perfectly. This is not solely because it has the ability to think and to communicate; it is also because it has the disposition to cooperate with peers in order to reach common aims and to act for the common good. In fact, the essence of human societies -…Read more
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97The Development of Dialogical Critical Thinking in ChildrenInquiry: Critical Thinking Across the Disciplines 22 (4): 43-55. 2003.In this paper, we study the manifestations of what we call “dialogical critical thinking” in elementary school pupils when they are engaged in philosophical exchanges among peers: What are thecharacteristics of dialogical critical thinking? How does it develop in youngsters? Our research was conducted during an entire school year, with eight groups of pupils from three different cultural contexts: Australia, Mexico and Quebec. Our findings were constructed in an inductive manner, inspired by qua…Read more
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1Reflections on Teacher Formation: When School and University Enter Together in a Process of Continuous ThinkingAnalytic Teaching and Philosophical Praxis 12 (2). 1991.In Quebec, a Committee on Teacher's Formation and Improvement suggested to the Ministry of Education, in 1979, that university research be carried out in collaboration with teachers and contribute to the improvement of the quality of teacher formation. The Committee proposed that university and school work together, think together and discuss together problems related to children and education.
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P4c In Preservice Teacher Education:: Difficulties and Successes Encountered in Two Research ProjectsAnalytic Teaching and Philosophical Praxis 19 (1): 15-28. 1999.
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Relativism: A Threshold for Pupils to Cross in order to Become Dialogical Critical ThinkersChildhood and Philosophy 9 (17): 43-62. 2013.According to a number of international organizations such as UNESCO, the development of critical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living. Our recent an…Read more
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9Philosophy for Children: The Continuation of Dewey's Democratic ProjectAnalytic Teaching and Philosophical Praxis 13 (1). 1992.Matthew Lipman is an American philosopher who conceived, in the 1970s, a method to help children think in an autonomous, critical and reasonable way. This method is a global approach which aims to develop the personal as well as the intellectual, the moral and the social aspects of the person; it is an educative project in the broad sense of the term. This holistic project takes the form of a program of philosophy for students from five to fifteen years old. The philosophical content is adapted …Read more
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17Pour l'apprentissage d'une pensée critique au primairePresses de l'Université du Québec. 2005.Eduquer, c'est stimuler les jeunes au dépassement de soi et à l'exploitation de leurs compétences sur les plans intellectuel, social et de la communication. La Philosophie pour enfants - et son adaptation à l'apprentissage des mathématiques - est une approche pertinente et significative pour stimuler chez les élèves des compétences transversales reliées à la pensée critique, à la coopération avec autrui et à la communication. Cet ouvrage étudie, pas à pas, à l'aide de nombreux exemples tirés des…Read more
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12Mathematical Knowledge and Moral EducationThinking: The Journal of Philosophy for Children 12 (3): 40-47. 1995.
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Pupils ’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children‘Childhood and Philosophy 8 (15): 105-130. 2012.One of the fundamental objectives of Philosophy for Children is the cognitive development of elementary and secondary school pupils. In this text, we examine to what extent the age of the children and the number of years of praxis in P4C influence the development of their critical thinking. To do so we used, as an analysis grid, the model of the developmental process of dialogical critical thinking that emerged from the analysis of transcripts of exchanges among pupils aged 4 to 12 years . The c…Read more
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33This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted o…Read more
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13Learning to Think and to SpeakThinking: The Journal of Philosophy for Children 15 (3): 17-25. 2000.
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69Learning to Philosophize: Positive Impacts and Conditions for ImplementationThinking: The Journal of Philosophy for Children 18 (4): 36-48. 2008.
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Learning to Dialogue in Kindergarden, A Case StudyAnalytic Teaching and Philosophical Praxis 25 (3): 23-52. 2006.
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1Illiterate Adults and Philosophy for ChildrenAnalytic Teaching and Philosophical Praxis 9 (2). 1988.Illiteracy is a concrete and real problem, which involves nearly one thousand million people in the world. And, according to UNESCO statistics, this number, far from decreasing, keeps increasing in undeveloped countries as well as in the industrialized ones.
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5Engaging in Critical Dialogue about MathematicsAnalytic Teaching and Philosophical Praxis 34 (1): 58-68. 2013.The goal of this paper is to highlight the fact that the Philosophy for Children Approach can be used to stimulate pupil’s reflection within the framework of school subjects such as mathematics. First we situate P4C within the field of socio-constructivist epistemology. Then, P4C as adapted to mathematics is introduced. Finally, we describe an experiment linked to five types of exchanges, manifested between the beginning and the end of a school year while the pupils were learning to philosophize…Read more