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  1. Marie-France Daniel & Emmanuelle Auriac (2011). Philosophy, Critical Thinking and Philosophy for Children1. Educational Philosophy and Theory 43 (5):415-435.
    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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  2. Marie-France Daniel (2005). Pour l'Apprentissage d'Une Pensée Critique au Primaire. Presses de l'Université du Québec.
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  3. Marie-France Daniel, Louise Lafortune & Pierre Mongeau (2003). The Development of Dialogical Critical Thinking in Children. Inquiry 22 (4):43-55.
    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 qualitative analysis as defined by Glaser and Strauss (...)
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  4. Marie-France Daniel & Richard Pallascio (1997). Community of Inquiry and Community of Philosophical Inquiry. Inquiry 17 (1):51-66.
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  5. Marie-France Daniel (1992). DEBARDIEUX, Éric, La Violence Dans la classeDEBARDIEUX, Éric, La Violence Dans la Classe. Laval Théologique Et Philosophique 48 (2):301-302.
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