Results for 'Marie���France Daniel'

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  1.  40
    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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  2. 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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  3.  19
    Grounded Theory. A Research Method for Advancing the Comprehension of P4c’s Processes.Marie-France Daniel - 2018 - Childhood and Philosophy 14 (29).
  4.  19
    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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  5.  17
    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. 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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  7. 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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  8.  38
    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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  9.  72
    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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  10. 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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  11.  12
    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.
  12.  2
    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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  13.  16
    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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  14.  21
    Audrey-Anne's Tales.Marie-France Daniel - 2000 - Thinking: The Journal of Philosophy for Children 15 (3):26-32.
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  15.  48
    Community of Inquiry and Community of Philosophical Inquiry.Marie-France Daniel & Richard Pallascio - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):51-66.
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  16.  8
    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.
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  17. 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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  18. La Philosophie Et les Enfants.Marie-France Daniel - 1998
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  19. 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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  20.  2
    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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  21. 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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  22. 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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  23. Pour l'Apprentissage d'Une Pensée Critique au Primaire.Marie-France Daniel - 2005 - Presses de l'Université du Québec.
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  24. 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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  25. 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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  26. 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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  27. 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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  28.  2
    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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  29. 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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  30.  48
    Promoting Advance Planning for Health Care and Research Among Older Adults: A Randomized Controlled Trial.Gina Bravo, Marcel Arcand, Danièle Blanchette, Anne-Marie Boire-Lavigne, Marie-France Dubois, Maryse Guay, Paule Hottin, Julie Lane, Judith Lauzon & Suzanne Bellemare - 2012 - BMC Medical Ethics 13 (1):1.
    Background: Family members are often required to act as substitute decision-makers when health care or research participation decisions must be made for an incapacitated relative. Yet most families are unable to accurately predict older adult preferences regarding future health care and willingness to engage in research studies. Discussion and documentation of preferences could improve proxies' abilities to decide for their loved ones. This trial assesses the efficacy of an advance planning intervention in improving the accuracy of substitute decision-making and increasing (...)
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  31.  35
    Does Promoting Research Advance Planning in a General Elderly Population Enhance Completion of a Research Directive and Proxies' Predictive Ability? A Randomized Controlled Trial.Gina Bravo, Lise Trottier, Marie-France Dubois, Marcel Arcand, Danièle Blanchette, Anne-Marie Boire-Lavigne, Maryse Guay, Paule Hottin, Julie Lane, Suzanne Bellemare & Karen Painter - 2016 - Ajob Empirical Bioethics 7 (3):183-192.
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  32. 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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  33.  2
    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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  34. 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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  35. 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.
  36. 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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  37. 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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  38. 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.
  39. 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.
  40.  41
    Marta Petreu, Ionescu în Tara tatãlui/ Ionescu in Father's Land + Marie-France Ionesco, Portretul scriitorului în secol. Eugène Ionesco 1909-1994/ Portrait of the Writer in His Century. Eugene Ionesco 1909-1994. [REVIEW]Aurel Daniel Bumbas-Voroviov - 2003 - Journal for the Study of Religions and Ideologies 2 (6):191-197.
    Marta Petreu, Ionescu în Tara tatãlui Biblioteca Apostrof, Cluj-Napoca, 2001. + Marie-France Ionesco, Portretul scriitorului în secol. Eugène Ionesco 1909-1994 Humanitas, Bucuresti, 2003, trad. rom. Mona Þepeneag.
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  41. Mary Louise Roberts, What Soldiers Do. Sex and the American GI in World War II France.Danièle Voldman - 2014 - Clio 39:282-284.
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  42.  16
    Peintres & Modèles.Danièle Poublan - 2006 - Clio 24:101-124.
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  43.  56
    Embodying Values in Technology: Theory and Practice.Mary Flanagan, Daniel Howe & Helen Nissenbaum - 2008 - In M. J. van den Joven & J. Weckert (eds.), Information Technology and Moral Philosophy. Cambridge University Press. pp. 322--353.
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  44.  20
    De la pulsión a la solicitud por el otro: Bases antropológicas para la “pequeña ética” de Ricœur.Marie-France Begué - 2011 - Études Ricoeuriennes / Ricoeur Studies 2 (2):15-32.
    The intention of this work is to trace in the most archaic human condition the anthropological roots that justify the foundation of an ethics, as conceived by Paul Ricœur in his book Oneself as Another . To do this, first I will try to expose the route that the creative image follows from its genesis in drives to its full semantics in the symbol, according to the dialogue that the author engaged with Freud in his work Freud and Philosophy based (...)
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  45.  15
    La Télévision Comme Lieu de Reconnaissance : Le Cas des Minorités Noires En France.Marie-France Malonga - 2008 - Hermes 51:161.
    En France, les personnes issues des minorités, principalement d'origine extra-européenne , sont susceptibles de connaître la discrimination, la stigmatisation mais aussi l'exclusion. La télévision, en tant que « lieu de reconnaissance », constitue un enjeu important pour ces populations. Cependant, le petit écran semble marginaliser depuis toujours ces minorités visibles non seulement en leur laissant une place limitée à l'antenne mais aussi en leur renvoyant des images majoritairement caricaturales et dévalorisantes d'elles-mêmes. Une enquête qualitative auprès de 43 individus d'origine africaine (...)
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  46.  19
    Actin‐Based Motility: From Molecules to Movement.Marie-France Carlier, Christophe Le Clainche, Sebastian Wiesner & Dominique Pantaloni - 2003 - Bioessays 25 (4):336-345.
  47.  43
    The Concept of Voluntary Consent.Robert M. Nelson, Tom Beauchamp, Victoria A. Miller, William Reynolds, Richard F. Ittenbach & Mary Frances Luce - 2011 - American Journal of Bioethics 11 (8):6-16.
    Our primary focus is on analysis of the concept of voluntariness, with a secondary focus on the implications of our analysis for the concept and the requirements of voluntary informed consent. We propose that two necessary and jointly sufficient conditions must be satisfied for an action to be voluntary: intentionality, and substantial freedom from controlling influences. We reject authenticity as a necessary condition of voluntary action, and we note that constraining situations may or may not undermine voluntariness, depending on the (...)
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  48.  13
    Freirean Cultural Lenses for Promoting Future Teacher Literacy Knowledge: Dominant Literacy Discourses and Majority Interns in a Minority High School.Mary Frances Agnello - 2008 - Journal of Thought 43 (1/2):107-130.
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  49. Le rôle des émigrés orientaux à Constantinople et dans l'Empire (634-843): acquis et perspectives.Marie-France Auzépy - 2012 - Al-Qantara 33 (2):475-503.
    Cet article est une tentative pour mesurer les conséquences démographiques, pour l�Empire, de la perte des provinces orientales du fait de la conquête musulmane. Les sources, surtout les sources grecques, sont rares et donnent seulement quelques informations ponctuelles sur les transferts forcés de population, sur quelques individus quittant le califat et rejoignant l�Empire à dessein et enfin sur la destinée de quelques renégats. Comme d�habitude à cette époque, en raison du quasi monopole des sources ecclésiastiques, les renseignements sont plus nombreux (...)
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  50. Le rôle des émigrés orientaux à Constantinople et dans l’Empire (634-843): acquis et perspectives.Marie France Auzépy - 2013 - Al-Qantara 33 (2):475-503.
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