Results for 'Danielle Marie Poe'

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  1.  33
    Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years.Marie-France Daniel, Louise Lafortune, Richard Pallascio, Laurance Splitter, Christina Slade & Teresa de la Garza - unknown
    This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges among the (...)
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  2.  15
    Learning to Think and to Speak.Marie-France Daniel & Ann-Marie Michel - 2000 - Thinking: The Journal of Philosophy for Children 15 (3):17-25.
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  3.  13
    Mathematical Knowledge and Moral Education.Marie-France Daniel, Louise Lafortune, Richard Pallascio & Pierre Sykes - 1995 - Thinking: The Journal of Philosophy for Children 12 (3):40-47.
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  4.  11
    Thinking, mind, the existence of God,..Marie-France Daniel - 1988 - Thinking: The Journal of Philosophy for Children 7 (3):21-22.
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  5.  28
    The Developmental Dynamics of a Community of Philosophical Inquiry in an Elementary School Mathematics Classroom.Marie-France Daniel, Louise Lafortune, Richard Pallascio & Michael Schleifer - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):2-9.
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  6. Reflections on Teacher Formation: When School and University Enter Together in a Process of Continuous Thinking.Marie-France Daniel - 1991 - Analytic Teaching and Philosophical Praxis 12 (2).
    In Quebec, a Committee on Teacher's Formation and Improvement suggested to the Ministry of Education, in 1979, that university research be carried out in collaboration with teachers and contribute to the improvement of the quality of teacher formation. The Committee proposed that university and school work together, think together and discuss together problems related to children and education.
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  7. Teaching Training in Physical Education, Towards a rationale for a Socio-constructivist Approach.Marie-France Daniel - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):90-101.
     
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  8. Philosophy, Critical Thinking and Philosophy for Children1.Marie-France Daniel & Emmanuelle Auriac - 2011 - 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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  9.  22
    Women, Philosophical Community of Inquiry and the Liberation of Self.Marie-France Daniel - 1994 - Thinking: The Journal of Philosophy for Children 11 (3-4):63-71.
  10. Philosophy, Critical Thinking and Philosophy for Children1.Marie Daniel & Emmanuelle Auriac - 2011 - Educational Philosophy and Theory 43 (5):415-435.
     
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  11.  70
    Marie-France Daniel.Marie-France Daniel & Stephanie Burdick-Shepherd - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):12-13.
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  12. Illiterate Adults and Philosophy for Children.Marie-France Daniel - 1988 - Analytic Teaching and Philosophical Praxis 9 (2).
    Illiteracy is a concrete and real problem, which involves nearly one thousand million people in the world. And, according to UNESCO statistics, this number, far from decreasing, keeps increasing in undeveloped countries as well as in the industrialized ones.
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  13.  19
    Community of Inquiry and Community of Philosophical Inquiry.Marie-France Daniel & Richard Pallascio - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):51-66.
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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  14.  11
    La philosophie et les enfants.Marie-France Daniel - 1998 - Montréal : Éditions Logiques.
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  15.  71
    Learning to Philosophize: Positive Impacts and Conditions for Implementation.Marie-France Daniel - 2008 - Thinking: The Journal of Philosophy for Children 18 (4):36-48.
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  16. Engaging in Critical Dialogue about Mathematics.Marie-France Daniel - 2013 - Analytic Teaching and Philosophical Praxis 34 (1):58-68.
    The goal of this paper is to highlight the fact that the Philosophy for Children Approach can be used to stimulate pupil’s reflection within the framework of school subjects such as mathematics. First we situate P4C within the field of socio-constructivist epistemology. Then, P4C as adapted to mathematics is introduced. Finally, we describe an experiment linked to five types of exchanges, manifested between the beginning and the end of a school year while the pupils were learning to philosophize about mathematics. (...)
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  17.  40
    Grounded theory. A research method for advancing the comprehension of p4c’s processes.Marie-France Daniel - 2018 - Childhood and Philosophy 14 (29).
  18. Learning to Dialogue in Kindergarden, A Case Study.Marie-France Daniel - 2006 - Analytic Teaching and Philosophical Praxis 25 (3):23-52.
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  19. Philosophy for Children: The Continuation of Dewey's Democratic Project.Marie-France Daniel, Michael Schleifer & Pierre Lebouis - 1992 - Analytic Teaching and Philosophical Praxis 13 (1).
    Matthew Lipman is an American philosopher who conceived, in the 1970s, a method to help children think in an autonomous, critical and reasonable way. This method is a global approach which aims to develop the personal as well as the intellectual, the moral and the social aspects of the person; it is an educative project in the broad sense of the term. This holistic project takes the form of a program of philosophy for students from five to fifteen years old. (...)
     
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  20. Relativism: A Threshold for Pupils to Cross in order to Become Dialogical Critical Thinkers.Marie-France Daniel - 2013 - Childhood and Philosophy 9 (17):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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  21. Reflections on the Notion of Cooperation.Marie-France Daniel - 1993 - Analytic Teaching and Philosophical Praxis 14 (2).
    At birth, human beings are immature, helpless and dependent on others. Unlike other animals who can survive by themselves after a few hours of life, human babies need adults to help them to learn how to live. Yet, humankind survived and adapted perfectly. This is not solely because it has the ability to think and to communicate; it is also because it has the disposition to cooperate with peers in order to reach common aims and to act for the common (...)
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  22. Quelles relations entre le développement de la pensée critique dialogique et les représentations sociales des jeunes analysées sous forme de « scènes » ? Étude de cas chez des adolescents marocains Recherches en Éducation, 41, 126-145.Marie-France Daniel - 2020 - Recherches En Education 41:126-145.
    Cet article se base sur des résultats d’enquête récents montrant que, chez des adolescents marocains âgés de dix à dix-huit ans, les manifestations de pensée critique dialogique se si-tuent majoritairement dans une « perspective épistémologique » appelée « relativisme » par un modèle développemental élaboré dans les quinze dernières années avec la méthode de la théorie ancrée. Pour comprendre ces résultats de recherche, qui contrastent avec ceux obte-nus auprès d’adolescents québécois et français appartenant aux mêmes groupes d’âge, nous décrivons, dans (...)
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  23. A Primary School Curriculum to Foster Thinking About Mathematics.Marie-France Daniel, Louise LaFortune, Richard Pallascio & Pierre Sykes - 1994 - Analytic Teaching and Philosophical Praxis 15 (1).
    Since the Fall of 1993, at the Centre Interdisciplinaire de Recherche sur l'Apprentissage et le D/span>veloppement en /span>ducation of the Universit/span> du Qu/span>bec /span> Montr/span>al, two mathematicians and one philosopher have collaborated to design and develop a research project involving philosophy, mathematics and sciences. Previous observations in the classroom had led the researchers to realize that, within the school curriculum, children like some subject matters and dislike others. Most of them usually succeed in arts, physical education and language arts, but (...)
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  24.  18
    DEBARDIEUX, Éric, La violence dans la classeDEBARDIEUX, Éric, La violence dans la classe.Marie-France Daniel - 1992 - Laval Théologique et Philosophique 48 (2):301-302.
  25. P4c In Preservice Teacher Education:: Difficulties and Successes Encountered in Two Research Projects.Marie-France Daniel - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):15-28.
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  26.  57
    Working with GKC.Mary Daniels & Clement Philip Smallwood - 2009 - The Chesterton Review 35 (1/2):389-395.
  27.  34
    Audrey-Anne's Tales.Marie-France Daniel - 2000 - Thinking: The Journal of Philosophy for Children 15 (3):26-32.
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  28.  38
    The Development of Dialogical Critical Thinking in Children.Marie-France Daniel, Louise Lafortune & Pierre Mongeau - 2003 - Inquiry: Critical Thinking Across the Disciplines 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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  29. Evolution of Pupil’s Attitudes to Mathematics When Using a Philosophical Approach.Louise Lafortune, Marie-France Daniel, Richard Pallascio & Michael Schleifer - 2000 - Analytic Teaching and Philosophical Praxis 20 (1):46-63.
     
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  30. Pupils ’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children‘.Marie-France Daniel & Mathieu Gagnon - 2012 - Childhood and Philosophy 8 (15):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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  31.  18
    Pour l'apprentissage d'une pensée critique au primaire.Marie-France Daniel - 2005 - Sainte-Foy, Québec: Presses de l'Université du Québec. Edited by Monique Darveau, Louise Lafortune & Richard Pallascio.
    Eduquer, c'est stimuler les jeunes au dépassement de soi et à l'exploitation de leurs compétences sur les plans intellectuel, social et de la communication. La Philosophie pour enfants - et son adaptation à l'apprentissage des mathématiques - est une approche pertinente et significative pour stimuler chez les élèves des compétences transversales reliées à la pensée critique, à la coopération avec autrui et à la communication. Cet ouvrage étudie, pas à pas, à l'aide de nombreux exemples tirés des discussions entre élèves (...)
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  32.  8
    Concepts of Cooperation in the Classroom.Michael Schleifer, Marie-France Daniel, Richard Pallascio & Louise Lafortune - 1999 - Paideusis: Journal of the Canadian Philosophy of Education Society 12 (2):45-56.
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  33. Philosophy for Children Adapted to Mathematics:: A Study of its Impact on the Evolution of Affective Factors.Louis Lafortune, Marie-France Daniel, Pierre Mongeau & Richard Pallascio - 2003 - Analytic Teaching and Philosophical Praxis 23 (1):10-25.
     
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  34.  15
    The Specifics of Philosophical Dialogue.Emmanuelle Auriac-Peyronnet & Marie-France Daniel - 2002 - Thinking: The Journal of Philosophy for Children 16 (1):23-31.
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  35.  36
    The Impact of Philosophical Discussions on Moral Autonomy, Judgment, Empathy and the Recognition of Emotion in Five Tear Olds.Michael Schleifer, Marie-France Daniel, Emmanuelle Peyronnet & Sarah Lecomte - 2003 - Thinking: The Journal of Philosophy for Children 16 (4):4-12.
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  36. Community of Inquiry in Mathematics for Higher Education.Louise Lafortune, Marie-France Daniel, Richard Pallascio & Piere Sykes - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):81-89.
  37. Philosophy for Children Teachers as Collaborative Researchers.Michael Scheleifer, Pierre Lebuis, Anita Caron & Marie-France Daniel - 1995 - Analytic Teaching and Philosophical Praxis 16 (1):21-24.
  38. Philosophy of Mathematics in the Classroom.Maria Teresa de la Garza, Christina Slade & Marie-France Daniel - 2000 - Analytic Teaching and Philosophical Praxis 20 (2):88-104.
  39.  31
    On U.S. Lynching.Danielle Poe - 2007 - Philosophy in the Contemporary World 14 (1):88-98.
    This paper considers the philosophical links between remembrance, apology, and reconciliation, as they pertain to Senate Resolution 39, which apologizes to the victims of lynching and their descendants. Although S. Res. 39 is admirable in its attempts to remember the senate’s role in supporting lynching by its failure to enact legislation, the resolution fails as an apology because it does not adequately support reconciliation. An adequate apology would require acts to ameliorate the harms that the past failures created, but S. (...)
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  40. Improving Emotion Comprehension and Social Skills in Early Childhood through Philosophy for Children.Marta Giménez-dasí, Laura Quintanilla & Marie-France Daniel - 2013 - Childhood and Philosophy 9 (17):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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  41.  23
    Giving Voice to Values as a Leverage Point in Business Ethics Education.Daniel G. Arce & Mary C. Gentile - 2015 - Journal of Business Ethics 131 (3):535-542.
    The Giving Voice to Values pedagogy and curriculum is described as an example of a powerful leverage point in the integration of business ethics and values-driven leadership across the business curriculum. GVV is post-decision-making in that it identifies an ethical course of action and asks practitioners to identify who are the parties involved and what’s at stake for them; what are the main arguments to be countered; and what levers that can be used to influence those who are in disagreement. (...)
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  42.  26
    Replacing Just War Theory with an Ethics of Sexual Difference.Danielle Poe - 2008 - Hypatia 23 (2):33-47.
    This essay argues that the flaws of just war theory should lead us to develop a new approach to living with others. Danielle Poe begins her argument with a description of just war theory and its failures. In the next section, Poe discusses the philosophy of Bat-Ami Bar On and Luce Irigaray in order to construct ethical commitments between people. These ethical commitments come from concrete acts of empathy, such as relationships of compassion, kindness, and hospitality. Finally, Poe considers (...)
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  43.  20
    Communities of peace: confronting injustice and creating justice.Danielle Poe (ed.) - 2011 - New York, NY: Rodopi.
    This volume examines the many ways in which violence, domination, and oppression manifest themselves.
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  44.  88
    Replacing just war theory with an ethics of sexual difference.Danielle Poe - 2008 - Hypatia 23 (2):pp. 33-47.
    This essay argues that the flaws of just war theory should lead us to develop a new approach to living with others. Danielle Poe begins her argument with a description of just war theory and its failures. In the next section, Poe discusses the philosophy of Bat-Ami Bar On and Luce Irigaray in order to construct ethical commitments between people. These ethical commitments come from concrete acts of empathy, such as relationships of compassion, kindness, and hospitality. Finally, Poe considers (...)
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  45.  5
    Communities of Peace: Confronting Injustice and Creating Justice.Danielle Poe (ed.) - 2011 - New York, NY: Editions Rodopi.
    This volume examines the many ways in which violence, domination, and oppression manifest themselves. This examination opens the way to creative suggestions for overcoming injustice. The authors in this volume also describe the features of a just community and inspire readers to implement peaceful transformation.
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  46.  15
    Romantic Love as an Entry to Agape.Danielle Poe - 2005 - The Acorn 13 (1):35-41.
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  47.  4
    On U.S. Lynching.Danielle Poe - 2007 - Philosophy in the Contemporary World 14 (1):88-98.
    This paper considers the philosophical links between remembrance, apology, and reconciliation, as they pertain to Senate Resolution 39, which apologizes to the victims of lynching and their descendants. Although S. Res. 39 is admirable in its attempts to remember the senate’s role in supporting lynching by its failure to enact legislation, the resolution fails as an apology because it does not adequately support reconciliation. An adequate apology would require acts to ameliorate the harms that the past failures created, but S. (...)
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  48.  67
    Romantic Love as an Entry to Agape.Danielle Poe - 2005 - The Acorn 13 (1):35-41.
  49.  26
    Global–local interference modulated by communication between the hemispheres.Daniel H. Weissman & Marie T. Banich - 1999 - Journal of Experimental Psychology: General 128 (3):283.
  50.  33
    An Ethical Bone to PICC: Considering a Harm Reduction Approach for a Second Valve Replacement for a Person Who Uses Drugs.Daniel Z. Buchman & Marie-Josee Lynch - 2018 - American Journal of Bioethics 18 (1):79-81.
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