Educational Philosophy and Theory 43 (5):415-435 (2011)
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
|Keywords||philosophy critical thinking philosophy for children|
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References found in this work BETA
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1962 - Philosophical Quarterly 14 (55):178.
Educating Reason Rationality, Critical Thinking and Education.Harvey Siegel - 1988 - Routledge.
Citations of this work BETA
Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?Sevket Benhur Oral - 2013 - Studies in Philosophy and Education 32 (4):361-377.
Developing Democratic Dispositions and Enabling Crap Detection: Claims for Classroom Philosophy with Special Reference to Western Australia and New Zealand.Leon Benade - 2014 - Educational Philosophy and Theory 46 (11):1-15.
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