L'idée que l'on puisse réduire à deux types - la guerre civile et la guerre étrangère - l'ensemble des manifestations guerrières relève si bien du sens commun que l'on ne s'avise guère de discuter cette classification. Et l'emploi que nous faisons de « guerre civile », à laquelle nous avons recours de plus en plus souvent, prouve une entente tacite autour de quelques idées dont on n'éprouve pas le besoin de mettre la validité à l'épreuve. Pourtant, cette locution ne renvoie (...) peut-être p... (shrink)

L'idée que l'on puisse réduire à deux types - la guerre civile et la guerre étrangère - l'ensemble des manifestations guerrières relève si bien du sens commun que l'on ne s'avise guère de discuter cette classification. Et l'emploi que nous faisons de « guerre civile », à laquelle nous avons recours de plus en plus souvent, prouve une entente tacite autour de quelques idées dont on n'éprouve pas le besoin de mettre la validité à l'épreuve. Pourtant, cette locution ne renvoie (...) peut-être p... (shrink)

L’Académie des sciences de Finlande vient de publier un ouvrage qui apporte des éléments de réflexion intéressants sur la question du matriarcat qui aurait été naguère pratiqué par quelques sociétés européennes. En se fondant sur une double démarche, de folkloriste et d’anthropologue, l’auteur, Marisa Rey-Henningsen, s’est attachée à décrire et interpréter les rapports entre sexes qui étaient la norme voici encore très peu de temps en Galice. Une structure sociale particulière – le droit de...

L’Académie des sciences de Finlande vient de publier un ouvrage qui apporte des éléments de réflexion intéressants sur la question du matriarcat qui aurait été naguère pratiqué par quelques sociétés européennes. En se fondant sur une double démarche, de folkloriste et d’anthropologue, l’auteur, Marisa Rey-Henningsen, s’est attachée à décrire et interpréter les rapports entre sexes qui étaient la norme voici encore très peu de temps en Galice. Une structure sociale particulière – le droit de...

Addressing vaccination hesitancy is a major challenge in the fight against infectious disease. Vaccine hesitancy has given rise to recent outbreaks of vaccine preventable diseases (e.g., measles) in developed countries. In developed regions, particularly Europe and North America non-structural barriers to vaccination such as risk perceptions and philosophical beliefs seem to play a crucial role in vaccination uptake (Larson et al. 2014), and also contribute to current vaccine hesitancy with regard to COVID-19. To combat these developments, understanding psychological factors in (...) vaccination hesitancy is increasingly important. A better understanding of these psychological factors in turn points to communication strategies that can reduce vaccine hesitancy. These strategies depend upon individuals’ possession of capacities that are required for morally responsible agency (“responsibility-level capacities”), and in particular the capacities to recognize and respond to reasons. Strategic communication concerning vaccines can improve the exercise of individuals’ responsibility-level capacities as they pertain to risk perception and outcome expectancies. We begin by introducing cutting-edge work from the philosophical literature on agency and responsibility, with a special focus on the responsibility-level capacities at work in the practical context of deciding whether to vaccinate. We then summarize lessons drawn from a variety of studies in psychology and behavioural economics on how individuals reason, decide, and behave in these practical contexts. These lessons help illuminate the extent to which individuals exercise responsibility-level capacities in such contexts while also pointing to strategies that can improve the exercise of those capacities. (shrink)

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. (...) The internalization of GVV’s constructs allows faculty to comfortably raise and endorse ethics as part of the natural order of business decision-making because the stakes of doing so have been normalized. Methods for introducing and using GVV in undergraduate through MBA courses are given. An illustration is given for economics courses. (shrink)

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. (...) In the discussion, emphasis is placed on the educational interventions of the teachers who facilitate the P4CM workshops. (shrink)

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 (...) many have difficulties in succeeding in mathematics. Why? On the one hand, as Matthew Lipman advocates, the school curricula are not sufficiently "meaningful" for children. On the other hand, some studies in the field of mathematics suggest that there are myths and prejudices about mathematics in primary schools and that the school system is partly responsible for this. Indeed, the school system does not invite children to express emotions in class about mathematics nor does it favor creativity. It does not allow dialogue among peers about mathematical concepts and problems, nor the construction of mathematical knowledge by the students themselves. (shrink)

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 (...) 12 years . The content analyzed was the “philosophical” exchanges among pupils. Participants were 13 groups of pupils from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. Results indicate that children’s age and number of years of philosophical praxis are among the factors that influence the developmental process of critical thinking. (shrink)

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.

Biology and history are often viewed as closely related disciplines, with biology informed by history, especially in its task of charting our evolutionary past. Maximizing the opportunities for cross-fertilization in these two fields requires an accurate reckoning of their commonalities and differences-precisely what this volume sets out to achieve. Specially commissioned essays by a team of recognized international researchers cover the full panoply of topics in these fields and include notable contributions on the correlativity of evolutionary and historical explanations, applying (...) to history the latest causal-mechanical approach in the philosophy of biology, and the question of generalized laws that might pertain across the two subjects. The collection opens with a vital interrogation of general issues on explanation that apart from potentially fruitful areas of interaction (could the etiology of the causal-mechanical perspective in biology account for the historical trajectory of the Roman Empire?) this volume also seeks to chart relative certainties distinguishing explanations in biology and history. It also assesses techniques such as the use of probabilities in biological reconstruction, deployed to overcome the inevitable gaps in physical evidence on early evolution. Methodologies such as causal graphs and semantic explanation receive in-depth analysis. Contributions from a host of prominent and widely read philosophers ensure that this new volume has the stature of a major addition to the literature. (shrink)

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 (...) pupils. Analysis of the transcripts revealed that: critical thinking appears to the extent that a 'dia-logue' is established among pupils; on the cognitive level, dialogical critical thinking is comprised of four thinking modes: logical, creative, responsible and meta-cognitive; and on the epistemological level, dialogical critical thinking is only manifested in a context where egocentricity of perspective and relativism of beliefs are transcended. (shrink)

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. (...) The philosophical content is adapted to the children's interests and needs and is presented in the form of novels which relate semantic, logic, esthetic and ethic experiences of daily life. (shrink)

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.

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 (...) de 10-11 ans, un processus d'apprentissage de la pensée critique. Ce faisant, il met en lumière un processus d'enseignement socio-constructiviste. Il présente à l'enseignante et à l'enseignant une banque de questions pour que les échanges entre les élèves dépassent l'anecdote et deviennent dialogue ; il explique la transformation d'une classe en " communauté de recherche ", base essentielle au développement d'une pensée critique ; finalement, il propose une grille pour évaluer ce processus d'apprentissage chez les élèves. (shrink)

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 (...) philosophical praxis showed that dialogical critical thinking comprises four thinking modes and six epistemological perspectives that range from the simplest increasing in complexity to the most complex . Relativism merits special focus in that a majority of the pupils’ interventions that we analyzed are situated within this perspective, and in that relativism is charged with both positive and negative meanings. In its positive meaning, it is associated with reflection, plurality and open-mindedness, but in its negative sense, relativism refers to arbitrary decisions, to indifference and the status quo. This is why we maintain that relativism must be transcended. In this respect, we suggest two series of open-ended questions that are designed to provoke a disequilibrium in pupils’ certainties and, by so doing, stimulate their reflection towards inter-subjectivity. These questions are associated with the diversification of thinking modes and the increasing complexity of these modes. (shrink)

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.

Responding to doubts expressed by contributors to the Common Knowledge symposium on xenophilia, this introduction to the seventh and final installment seeks to explain the critics’ methodological concerns in a case study of strong affect in the Babylonian Talmud. Examining the story of Rav Rehumi and his wife in Ketubot 62b, the author inquires whether differences of culture and the passage of time make it impossible for us to determine whether love is the affect involved. The case is especially difficult (...) to resolve, given that, while there may be two lovers in this narrative, there may be three objects of love: the rabbi, his wife, and the Torah. In the story, Rav Rehumi is so ravished by Torah that he forgets his wife. Since the narrative does not predicate that he chose not to visit her but, rather, that he was swept away, the author proposes that “studying Torah is sex, not like sex, but sex itself.” The story describes not sublimation of libido but its desublimation. If so, the story confronts us with an unnamed affect in ancient Jewish culture that “encompasses both the joy of sex and the joy of text.” It is not that, dourly, the Talmudic Rabbis cannot imagine, or that they ignore, corporeal pleasure; it is rather that the erotic experience of Torah is the same pleasure but, at least for them, even stronger. This piece concludes, therefore, that a term like xenophilia, which incorporates the word love, is not universally applicable across cultures and epistemai. The concept of love is too various. (shrink)

Today’s panel is about the expanding boundary of population health policy, what that expanding boundary has to do with law, and what kinds of challenges and opportunities come out of it. What I want to do for the next few minutes is talk to you about the notion of population health as it exists where law and policy are made, rather than where it exists in a spectacular international theoretical literature. Then I want to introduce our panelists. In the process, (...) I will explain why the Honorable John Nilson, is not with us, which tells you a great deal about not only the real world of the politics of population health, but also about the kind of trouble you can get into if you are a first class lawyer involved in population health. (shrink)

We extend a relational model of spirituality and transformation based on Shuts’ and Sandage's previous interdisciplinary work in Transforming Spirituality. Spirituality is conceptualized based on a relational framework, and transformation is understood as emerging through an intensification of relational anxiety. Spiritual maturity is related to differentiation of self, based on theology and social science. The risks and challenges of relational intimacy and alterity are proposed as two relational pathways toward differentiation and spiritual transformation. Practical relational strategies to enhance spiritual formation (...) based on this model within a seminary training context are described with particular attention to intercultural development and relational justice. (shrink)

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 (...) un premier temps, le modèle développemental dans lequel ils prennent sens. Nous illustrons ensuite les manifestations de « perspective épistémologique relativiste » chez les adolescents marocains à l’aide d’extraits de verbatim. Les élèves ont tendance à se décen-trer de leur vécu personnel, à se représenter le point de vue d’autrui en général et à co-construire des points de vue convergents avec les pairs. Dans un deuxième temps, prenant appui sur une approche de la représentation sociale en tant que « scène », et sur la littérature touchant aux rôles des aînés dans les sociétés africaines, nous éclairons ces résultats de re-cherche par l’analyse d’une représentation sociale fréquemment mobilisée par les jeunes Ma-rocains interviewés : celle de la hiérarchie des âges et du devoir d’écoute envers les plus âgés. L’analyse de cette « scène » met en lumière des attitudes sociales inculquées aux adolescents en contexte culturel marocain, susceptibles de favoriser le développement d’une « perspective épistémologique relativiste » en matière de pensée critique dialogique. (shrink)

Today’s panel is about the expanding boundary of population health policy, what that expanding boundary has to do with law, and what kinds of challenges and opportunities come out of it. What I want to do for the next few minutes is talk to you about the notion of population health as it exists where law and policy are made, rather than where it exists in a spectacular international theoretical literature. Then I want to introduce our panelists. In the process, (...) I will explain why the Honorable John Nilson, is not with us, which tells you a great deal about not only the real world of the politics of population health, but also about the kind of trouble you can get into if you are a first class lawyer involved in population health. (shrink)