Pupils’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children
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Data de Publicação: | 2012 |
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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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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 |
_version_ |
1799317591036002304 |