preguntas y la comunidad de investigación filosófica

Detalhes bibliográficos
Autor(a) principal: lone, jana mohr
Data de Publicação: 2011
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/20579
Resumo: Matthew Lipman wrote that “questioning is the leading edge of inquiry.” This reflects the primacy of the question in a community of philosophical inquiry. The heart of the transformative potential of philosophy for children is student engagement in a dialogue grounded in the questions that most appeal to the group and the collaborative attempt to construct meaning and cultivate deep understanding. The students’ responsibility for choosing the question to begin their discussion enhances the democratic nature of the community and highlights the preeminence within the inquiry of the issues that perplex the students. There is a significant relationship between having the children choose the question for discussion and the role of epistemological modesty – the acknowledgement that all members of the group, including the facilitator, are fallible and hold views that could end up being mistaken - in a community of philosophical inquiry. In order to encourage children to engage in what Lipman called “creative questioning,” it’s essential that we trust their judgment and support their cultivation of the inclination to question. Keywords: questioning and inquiry; community of philosophical inquiry; choice of question(s); epistemological modesty; authentic conversation
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spelling preguntas y la comunidad de investigación filosóficaquestions and the community of philosophical inquiryperguntas e a comunidade de investigação filosóficaMatthew Lipman wrote that “questioning is the leading edge of inquiry.” This reflects the primacy of the question in a community of philosophical inquiry. The heart of the transformative potential of philosophy for children is student engagement in a dialogue grounded in the questions that most appeal to the group and the collaborative attempt to construct meaning and cultivate deep understanding. The students’ responsibility for choosing the question to begin their discussion enhances the democratic nature of the community and highlights the preeminence within the inquiry of the issues that perplex the students. There is a significant relationship between having the children choose the question for discussion and the role of epistemological modesty – the acknowledgement that all members of the group, including the facilitator, are fallible and hold views that could end up being mistaken - in a community of philosophical inquiry. In order to encourage children to engage in what Lipman called “creative questioning,” it’s essential that we trust their judgment and support their cultivation of the inclination to question. Keywords: questioning and inquiry; community of philosophical inquiry; choice of question(s); epistemological modesty; authentic conversationMatthew Lipman escreveu que “perguntar é o fio mais cortante da investigação”. Isto reflete a primazia da pergunta na comunidade de investigação filosófica. O ponto central do potencial transformador da filosofia é o engajamento do estudante em um diálogo estabelecido pelas perguntas que mais apareceram no grupo e a tentativa colaborativa de construir sentidos e cultivar entendimento profundo. A responsabilidade dada aos alunos de escolherem a questão para começarem suas discussões destaca a natureza democrática da comunidade e sinaliza a existência, na investigação, de questões que deixam os estudantes perplexos. Existe uma relação significativa entre ter a questão escolhida pela criança para discussão e o papel da modéstia epistemológica – e o reconhecimento de que todos os membros do grupo, incluindo o facilitador, são falíveis e sustentam pontos de vista que podem ser errôneos no final – na comunidade de investigação filosófica. Para encorajarmos as crianças a se engajarem no que Lipmam chamou de “questionamento criativo”, é essencial que possamos confiar em seus julgamentos e sustentar o cultivo das suas inclinações para fazerem perguntas. Palavras-chave: questionar e investigar; comunidade de investigação filosófica; escolha de questão (ões); modéstia epistemológica; conversação autênticaMatthew Lipman escribió que el “preguntar es el filo más cortante de la investigación.” Esto refleja la primacía de la pregunta en una comunidad de investigación filosófica. El corazón del potencial transformativo de filosofía para niños es el compromiso del estudiante con un diálogo fundado en las preguntas que más llaman la atención del grupo y con el intento colaborativo de construir significado y cultivar una comprensión profunda. La responsabilidad de los estudiantes de elegir la pregunta para comenzar su discusión realza la naturaleza democrática de la comunidad y destaca la mayor importancia, dentro de la investigación, de las cuestiones que dejan perplejos a los estudiantes. Hay una relación significativa entre hacer que los niños elijan la pregunta para la discusión y el papel de la modestia epistemológica - el reconocimiento que todos los miembros del grupo, incluyendo el facilitador, son falibles y sostienen puntos de vista que al final pueden ser erróneos - en una comunidad de investigación filosófica. Para animar a los niños a comprometerse con lo que Lipman llamó “preguntar creativo,” es esencial que confiamos en su juicio y apoyemos su cultivo a la inclinación a preguntar. Palabras claves: preguntar e investigar; comunidad de investigación filosófica; elección de pregunta(s); modestia epistemológica; conversación auténticaUniversidade do Estado do Rio de Janeiro2011-06-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.e-publicacoes.uerj.br/childhood/article/view/20579childhood & philosophy; Vol. 7 Núm. 13 (2011): ene./jun.; pp.75-89childhood & philosophy; v. 7 n. 13 (2011): jan./jun.; pp.75-89childhood & philosophy; Vol. 7 No. 13 (2011): jan./june; pp.75-891984-5987reponame: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/20579/14905lone, jana mohrinfo:eu-repo/semantics/openAccess2018-07-10T19:06:58Zoai:ojs.www.e-publicacoes.uerj.br:article/20579Revistahttps://www.e-publicacoes.uerj.br/index.php/childhoodPUBhttps://www.e-publicacoes.uerj.br/index.php/childhood/oaiwokohan@gmail.com || wokohan@gmail.com1984-59871984-5987opendoar:2018-07-10T19:06:58Childhood & Philosophy (Rio de Janeiro. Online) - Universidade do Estado do Rio de Janeiro (UERJ)false
dc.title.none.fl_str_mv preguntas y la comunidad de investigación filosófica
questions and the community of philosophical inquiry
perguntas e a comunidade de investigação filosófica
title preguntas y la comunidad de investigación filosófica
spellingShingle preguntas y la comunidad de investigación filosófica
lone, jana mohr
title_short preguntas y la comunidad de investigación filosófica
title_full preguntas y la comunidad de investigación filosófica
title_fullStr preguntas y la comunidad de investigación filosófica
title_full_unstemmed preguntas y la comunidad de investigación filosófica
title_sort preguntas y la comunidad de investigación filosófica
author lone, jana mohr
author_facet lone, jana mohr
author_role author
dc.contributor.author.fl_str_mv lone, jana mohr
description Matthew Lipman wrote that “questioning is the leading edge of inquiry.” This reflects the primacy of the question in a community of philosophical inquiry. The heart of the transformative potential of philosophy for children is student engagement in a dialogue grounded in the questions that most appeal to the group and the collaborative attempt to construct meaning and cultivate deep understanding. The students’ responsibility for choosing the question to begin their discussion enhances the democratic nature of the community and highlights the preeminence within the inquiry of the issues that perplex the students. There is a significant relationship between having the children choose the question for discussion and the role of epistemological modesty – the acknowledgement that all members of the group, including the facilitator, are fallible and hold views that could end up being mistaken - in a community of philosophical inquiry. In order to encourage children to engage in what Lipman called “creative questioning,” it’s essential that we trust their judgment and support their cultivation of the inclination to question. Keywords: questioning and inquiry; community of philosophical inquiry; choice of question(s); epistemological modesty; authentic conversation
publishDate 2011
dc.date.none.fl_str_mv 2011-06-26
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/20579
url https://www.e-publicacoes.uerj.br/childhood/article/view/20579
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://www.e-publicacoes.uerj.br/childhood/article/view/20579/14905
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. 7 Núm. 13 (2011): ene./jun.; pp.75-89
childhood & philosophy; v. 7 n. 13 (2011): jan./jun.; pp.75-89
childhood & philosophy; Vol. 7 No. 13 (2011): jan./june; pp.75-89
1984-5987
reponame:Childhood & Philosophy (Rio de Janeiro. Online)
instname:Universidade do Estado do Rio de Janeiro (UERJ)
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instname_str Universidade do Estado do Rio de Janeiro (UERJ)
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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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