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  1. Marie-France Daniel (unknown). Learning to Dialogue in Kindergarden, A Case Study. Analytic Teaching and Philosophical Praxis 25 (3):23-52.
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  2. Marie-France Daniel (unknown). P4c In Preservice Teacher Education:: Difficulties and Successes Encountered in Two Research Projects. Analytic Teaching and Philosophical Praxis 19 (1):15-28.
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  3. Marie-France Daniel (unknown). Teaching Training in Physical Education, Towards a Rationale for a Socio-Constructivist Approach. Analytic Teaching and Philosophical Praxis 16 (2):90-101.
     
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  4. Maria Teresa de la Garza, Christina Slade & Marie-France Daniel (unknown). Philosophy of Mathematics in the Classroom. Analytic Teaching and Philosophical Praxis 20 (2):88-104.
     
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  5. Louis Lafortune, Marie-France Daniel, Pierre Mongeau & Richard Pallascio (unknown). Philosophy for Children Adapted to Mathematics:: A Study of its Impact on the Evolution of Affective Factors. Analytic Teaching and Philosophical Praxis 23 (1):10-25.
     
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  6. Louise Lafortune, Marie-France Daniel, Richard Pallascio & Michael Schleifer (unknown). Evolution of Pupil’s Attitudes to Mathematics When Using a Philosophical Approach. Analytic Teaching and Philosophical Praxis 20 (1):46-63.
     
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  7. Louise Lafortune, Marie-France Daniel, Richard Pallascio & Piere Sykes (unknown). Community of Inquiry in Mathematics for Higher Education. Analytic Teaching and Philosophical Praxis 16 (2):81-89.
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  8. Michael Scheleifer, Pierre Lebuis, Anita Caron & Marie-France Daniel (unknown). Philosophy for Children Teachers as Collaborative Researchers. Analytic Teaching and Philosophical Praxis 16 (1):21-24.
     
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  9. Marie-France Daniel (2013). Relativism: A Threshold for Pupils to Cross in Order to Become Dialogical Critical Thinkers. Childhood and Philosophy 9:43-62.
    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 analyses of exchanges among pupils who benefited from (...)
     
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  10. Marta Giménez-dasí, Laura Quintanilla & Marie-France Daniel (2013). Improving Emotion Comprehension and Social Skills in Early Childhood Through Philosophy for Children. Childhood and Philosophy 9:63-89.
    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 using the Thinking Emotions program. This program uses Philosophy (...)
     
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  11. Marie-France Daniel & Mathieu Gagnon (2012). Pupils’Age and Philosophical Praxis: Two Factors That Influence the Development of Critical Thinking in Children. Childhood and Philosophy 8:105-130.
    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 (...)
     
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  12. 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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  13. Marie-France Daniel (2005). Pour l'Apprentissage d'Une Pensée Critique au Primaire. Presses de l'Université du Québec.
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  14. 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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  15. Marie-France Daniel (1998). La Philosophie Et les Enfants.
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  16. Marie-France Daniel & Richard Pallascio (1997). Community of Inquiry and Community of Philosophical Inquiry. Inquiry 17 (1):51-66.
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  17. 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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