Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children

Detalhes bibliográficos
Autor(a) principal: daniel, marie-france
Data de Publicação: 2012
Outros Autores: gagnon, mathieu
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Childhood & Philosophy (Rio de Janeiro. Online)
Texto Completo: https://www.e-publicacoes.uerj.br/childhood/article/view/20740
Resumo: One of the fundamental objectives of Philosophy for Children (P4C) 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 (Daniel et al., 2005; Daniel & Gagnon, 2011). The content analyzed was the “philosophical” exchanges among pupils. Participants were 13 groups of pupils from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. Results indicate that children’s age and number of years of philosophical praxis are among the factors that influence the developmental process of critical thinking.
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spelling Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Childrenpupils’age and philosophical praxis: two factors that influence the development of critical thinking in childrenedad de los alumnos y praxis filosófica: dos factores que influencian el desarrollo del pensamiento crítico de los niñosidade dos alunos e praxis filosófica: dois fatores que influenciam o desenvolvimento do pensamento crítico das criançasPhilosophy for childrenDialogical critical thinkingEpistemological perspectivesPreschool and Elementary schoolPhilosophy for childrenDialogical critical thinkingEpistemological perspectivesPreschool and Elementary schoolOne of the fundamental objectives of Philosophy for Children (P4C) 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 (Daniel et al., 2005; Daniel & Gagnon, 2011). The content analyzed was the “philosophical” exchanges among pupils. Participants were 13 groups of pupils from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. Results indicate that children’s age and number of years of philosophical praxis are among the factors that influence the developmental process of critical thinking.One of the fundamental objectives of Philosophy for Children (P4C) 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 (Daniel et al., 2005; Daniel & Gagnon, 2011). The content analyzed was the “philosophical” exchanges among pupils. Participants were 13 groups of pupils from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. Results indicate that children’s age and number of years of philosophical praxis are among the factors that influence the developmental process of critical thinking.Uno de los objetivos fundamentales de Filosofía para Niños (P4C) es el desarrollo cognitivo de los alumnos. En este texto, se examina en qué medida la edad de los niños y el número de años de praxis en P4C influencia el desarrollo de su pensamiento crítico. Los participantes fueron grupos de alumnos (vs. personas): 13 grupos desde el nivel preescolar hasta el último año de escuela primaria. Estos grupos se originaron de dos escuelas, una en Quebec y otra en Ontario. Al mismo tiempo que los datos eran recogidos, los grupos de la escuela de Quebec tenían un año de praxis en P4C, mientras que los grupos escolares de Ontario tenían dos años de praxis. El contenido analizado fueron los intercambios filosóficos de los alumnos. Como grilla de análisis, se utilizó el modelo del proceso de desarrollo del pensamiento crítico dialógico (DCT). El modelo incluye cuatro modos de pensamiento (lógico, creativo, responsable y metacognitivo) y seis perspectivas epistemológicas (egocentrismo, pósegocentrismo, pre-relativismo, relativismo, post-relativismo/pre-inter-subjectividad e intersubjetividad). En cuanto a los modos de pensar, surgió de los análisis de intercambios que la edad puede tener un impacto en la movilización del modo lógico, y el número de años de praxis filosófica puede tener un impacto en la movilización del modo metacognitivo, sin embargo, en todos los casos estudiados, estos factores no podían ser consideradas particularmente determinantes. En lo que respecta al desarrollo epistemológico, los resultados mostraron que el factor de la edad se observa en la falta de movilización de las perspectivas más complejas (es decir, postrelativismo/pre-inter-subjectividad) en el pre-escolar y al comienzo de las clases en la escuela primaria. Y el impacto del número de años de praxis se puede observar en la creciente sofisticación de la DCT. En los grupos con un año de praxis filosófica, la transición desde perspectivas simples, tales como pre-relativismo a las perspectivas más complejas, como el relativismo o el pos-relativismo, apareció en el 4º año, mientras que en los grupos con dos años de praxis apareció en el 3º, un año antes.Um dos objetivos fundamentais da Filosofia para crianças (P4C) é o desenvolvimento cognitivo dos alunos. Nesse texto, nós estudaremos em que medida a idade das crianças e o número de anos de sua praxis filosófica influenciam o desenvolvimento de seu pensamento critico. Os participantes eram grupos de alunos (vs. os indivíduos): 13 grupos frequentam classes do pré-escolar ao fim do primário. Esses grupos eram de duas escolas, situadas respectivamente no Quebec e em Ontario. Os grupos da escola quebequense tinham um ano de práxis com a P4C no momento da colheita de dados; os grupos da escola de Ontario tinham dois anos de práxis. O conteúdo analisado era feito das trocas filosóficas entre os alunos. Como grade de análise, nós utilizamos o modelo do processo de desenvolvimento de um pensamento crítico dialógica (PCD). O modelo inclui quatro modos de pensamento (lógico, criativo, responsável e meta-cognitivo) e seis perspectivas epistemológicas (egocentrismo, postegocentrismo, pré-relativismo, relativismo, post-relativismo/pré-intersubjetividade e intersubjetividade). Ressaiu durante as análises das trocas, no que refere aos modos de pensamento, que a idade pode ter tido uma incidência sobre a mobilização do modo lógico e o número de anos de práxis filosófica poder ter tido uma incidência sobre a mobilização do modo meta-cognitivo, mas em nenhum dos casos estudados, esses fatores puderam ser colocados como sendo particularmente determinantes. No que refere ao desenvolvimento epistemológico, os resultados indicam que o fator da idade é observável pela ausência ou a fraca mobilização das perspectivas mais complexas (relativismo, post-relativismo) nos grupos do pré-escolar e do começo do primário. E o fator ligado ao número de anos de praxis é observável no movimento de complexificação do PCD. Nos grupos que têm um ano de praxis filosófica, a passagem das perspectivas simples como o pré-relativismo às perspectivas mais complexas como o relativismo ou o post-relativismo se efetuou no 4o ano, quando nos grupos que tinham dois anos de praxis, operou no 3o ano, ou seja um ano antes.Universidade do Estado do Rio de Janeiro2012-06-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/20740childhood & philosophy; Vol. 8 Núm. 15 (2012): ene./jun.; 105-130childhood & philosophy; v. 8 n. 15 (2012): jan./jun.; 105-130childhood & philosophy; Vol. 8 No. 15 (2012): jan./june; 105-1301984-5987reponame:Childhood & Philosophy (Rio de Janeiro. Online)instname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJenghttps://www.e-publicacoes.uerj.br/childhood/article/view/20740/15076daniel, marie-francegagnon, mathieuinfo:eu-repo/semantics/openAccess2018-07-10T19:08:56Zoai:ojs.www.e-publicacoes.uerj.br:article/20740Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2018-07-10T19:08:56Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.none.fl_str_mv Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
pupils’age and philosophical praxis: two factors that influence the development of critical thinking in children
edad de los alumnos y praxis filosófica: dos factores que influencian el desarrollo del pensamiento crítico de los niños
idade dos alunos e praxis filosófica: dois fatores que influenciam o desenvolvimento do pensamento crítico das crianças
title Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
spellingShingle Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
daniel, marie-france
Philosophy for children
Dialogical critical thinking
Epistemological perspectives
Preschool and Elementary school
Philosophy for children
Dialogical critical thinking
Epistemological perspectives
Preschool and Elementary school
title_short Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
title_full Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
title_fullStr Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
title_full_unstemmed Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
title_sort Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
author daniel, marie-france
author_facet daniel, marie-france
gagnon, mathieu
author_role author
author2 gagnon, mathieu
author2_role author
dc.contributor.author.fl_str_mv daniel, marie-france
gagnon, mathieu
dc.subject.por.fl_str_mv Philosophy for children
Dialogical critical thinking
Epistemological perspectives
Preschool and Elementary school
Philosophy for children
Dialogical critical thinking
Epistemological perspectives
Preschool and Elementary school
topic Philosophy for children
Dialogical critical thinking
Epistemological perspectives
Preschool and Elementary school
Philosophy for children
Dialogical critical thinking
Epistemological perspectives
Preschool and Elementary school
description One of the fundamental objectives of Philosophy for Children (P4C) 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 (Daniel et al., 2005; Daniel & Gagnon, 2011). The content analyzed was the “philosophical” exchanges among pupils. Participants were 13 groups of pupils from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. Results indicate that children’s age and number of years of philosophical praxis are among the factors that influence the developmental process of critical thinking.
publishDate 2012
dc.date.none.fl_str_mv 2012-06-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.e-publicacoes.uerj.br/childhood/article/view/20740
url https://www.e-publicacoes.uerj.br/childhood/article/view/20740
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://www.e-publicacoes.uerj.br/childhood/article/view/20740/15076
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
publisher.none.fl_str_mv Universidade do Estado do Rio de Janeiro
dc.source.none.fl_str_mv childhood & philosophy; Vol. 8 Núm. 15 (2012): ene./jun.; 105-130
childhood & philosophy; v. 8 n. 15 (2012): jan./jun.; 105-130
childhood & philosophy; Vol. 8 No. 15 (2012): jan./june; 105-130
1984-5987
reponame:Childhood & Philosophy (Rio de Janeiro. Online)
instname:Universidade do Estado do Rio de Janeiro (UERJ)
instacron:UERJ
instname_str Universidade do Estado do Rio de Janeiro (UERJ)
instacron_str UERJ
institution UERJ
reponame_str Childhood & Philosophy (Rio de Janeiro. Online)
collection Childhood & Philosophy (Rio de Janeiro. Online)
repository.name.fl_str_mv Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)
repository.mail.fl_str_mv wokohan@gmail.com || wokohan@gmail.com
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