Results for 'Marie-France Rouart'

992 found
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  1.  22
    Le Mot et l’image.Françoise Waquet, Jacques Schlosser, Donatella Nebbiai-Dalla Guarda, Joël Cornette, Marie-Anne Polo De Beaulieu, Marie-France Rouart, Patrice Sicard, Laurent Bourquin, Monique Cottret, Barbara de Negroni, Jean-François Baillon, François Moureau, Bertil Belfrage, Stéphane Michaud, Patrick Gautier Dalché & Frédéric Druck - 1995 - Revue de Synthèse 116 (1):151-192.
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  2.  67
    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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  3. 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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  4.  27
    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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  5.  38
    Grounded theory. A research method for advancing the comprehension of p4c’s processes.Marie-France Daniel - 2018 - Childhood and Philosophy 14 (29).
  6.  19
    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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  7.  27
    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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  8.  32
    Audrey-Anne's Tales.Marie-France Daniel - 2000 - Thinking: The Journal of Philosophy for Children 15 (3):26-32.
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  9.  13
    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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  10.  12
    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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  11.  3
    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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  12.  26
    Actin‐based motility: from molecules to movement.Marie-France Carlier, Christophe Le Clainche, Sebastian Wiesner & Dominique Pantaloni - 2003 - Bioessays 25 (4):336-345.
    Extensive progress has been made recently in understanding the mechanism by which cells move and extend protrusions using site‐directed polymerization of actin in response to signalling. Insights into the molecular mechanism of production of force and movement by actin polymerization have been provided by a crosstalk between several disciplines, including biochemistry, biomimetic approaches and computational studies. This review focuses on the biochemical properties of the proteins involved in actin‐based motility and shows how these properties are used to generate models of (...)
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  13.  11
    La philosophie et les enfants.Marie-France Daniel - 1998 - Montréal : Éditions Logiques.
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  14.  97
    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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  15. 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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  16.  63
    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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  17.  17
    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.
  18.  69
    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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  19.  10
    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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  20.  20
    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.
  21.  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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  22.  10
    Les Résistantes et la Résistance.Marie-France Brive - 1995 - Clio 1.
    A l’origine projet de film centré sur le témoignage d’anciennes résistantes, ce texte propose une approche complémentaire de la Résistance, souvent perçue comme une affaire militaire suivie d’un chemin de croix. Alors que le privé participe à cette reconstruction du politique, il faut prendre en compte aussi les pratiques de bonheur qui animaient résistants et résistantes, et notamment souligner que les femmes y furent productrices d’espaces de liberté.
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  23.  4
    Les Résistantes et la Résistance.Marie-France Brive - 1995 - Clio 1.
    A l’origine projet de film centré sur le témoignage d’anciennes résistantes, ce texte propose une approche complémentaire de la Résistance, souvent perçue comme une affaire militaire suivie d’un chemin de croix. Alors que le privé participe à cette reconstruction du politique, il faut prendre en compte aussi les pratiques de bonheur qui animaient résistants et résistantes, et notamment souligner que les femmes y furent productrices d’espaces de liberté.
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  24. 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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  25. The role of oriental emigrants in Constantin ople and the byzantine empire (8th to 9th C.): Stand and perspectives.Marie-France Auzepy - 2012 - Al-Qantara 33 (2):475 - 503.
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  26. 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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  27.  12
    Risque et responsabilité: la nécessité d'une théorie cohérente du contrôle des risques.Marie-France Delhoste - 2007 - Médecine et Droit 2007 (82):33-37.
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  28.  7
    Sciences et société: les normes en question.Marie-Franc̥oise Chevallier-Le Guyader (ed.) - 2014 - [Paris]: IHEST.
    Parce que ses applications concernent la plupart des dimensions de l'action humaine, que son organisation et sa dynamique ne sont plus dissociables de celles de la cité, la science rencontre naturellement les normes qui régissent le comportement humain, celles de la morale ou du droit. Nombre de controverses et de débats concernant les sciences et les technologies en témoignent : s'y invitent tour à tour des normes sociales, éthiques, scientifiques et techniques, et l'on évoque même des "normes du vivant". Ces (...)
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  29.  9
    Practicing Critical Pedagogy: The Influences of Joe L. Kincheloe.Mary Frances Agnello & William Martin Reynolds (eds.) - 2016 - Cham: Imprint: Springer.
    This edited text recaptures many of Joe L. Kincheloe's national and international influences. An advocate and a scholar in the social, historical, and philosophical foundations of education, he dedicated his professional life to his vision of critical pedagogy. The authors in this volume found mentorship, as well as kinship, in Joe and express the many ways in which he and his work made profound differences in their work and lives. Joe's research always pushed the limits of what critically reflective and (...)
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  30. La remise en question de la summa ratio et des certitudes juridiques par le juriste humaniste Nicolas Bérauld.Marie-Françoise André - 2015 - In Susanna Gambino Longo (ed.), La certitude de l'Antiquité à la Renaissance. Paris: Classiques Garnier.
     
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  31. Refiguración poética del sí mismo: una interioridad con historia.Marie-France Begué - 1997 - Escritos de Filosofía 16 (32):139-160.
     
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  32. 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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  33. 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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  34. 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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  35. 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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  36. 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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  37. 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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  38.  17
    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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  39. 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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  40. 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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  41. 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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  42. 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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  43.  7
    Time and its importance in modern thought.Mary Frances Cleugh - 1937 - New York,: Russell & Russell.
  44.  45
    The Queen of the Troubadours.Mary Frances Burke - 1934 - Thought: Fordham University Quarterly 8 (4):534-546.
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  45.  12
    Adèle de Sénange (1794) et sa réception.Marie-France Silver - 1995 - Lumen: Selected Proceedings From the Canadian Society for Eighteenth-Century Studies 14:119.
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  46.  11
    Man as Sinner in Contemporary American Realistic Theology.Mary Frances Thelen - 1947 - Philosophical Review 56 (6):704.
  47.  58
    Ethics in Thucydides: The Ancient Simplicity.Mary Frances Williams - 1998 - Upa.
    Ethics in Thucydides uses the historian's account of the resolution at Corcyra as the basis for determining a moral or ethical perspective in Thucydides'History. Various scenes, speeches, and narrative descriptions are analyzed in relation to ethical vocabulary, their conformity to an ethical perspective, and the way in which they promote an ethical outcome. Ethics in Thucydides is ground-breaking because up to this point, scholars have not persuasively argued that ethics played a role in History. Williams' work is an extensive analysis (...)
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  48.  9
    Facing new challenges to informed consent processes in the context of translational research: the case in CARPEM consortium.Marie-France Mamzer, Anita Burgun, Cécile Badoual, Pierre Laurent-Puig & Elise Jacquier - 2021 - BMC Medical Ethics 22 (1):1-13.
    BackgroundIn the context of translational research, researchers have increasingly been using biological samples and data in fundamental research phases. To explore informed consent practices, we conducted a retrospective study on informed consent documents that were used for CARPEM’s translational research programs. This review focused on detailing their form, their informational content, and the adequacy of these documents with the international ethical principles and participants’ rights.MethodsInformed consent forms (ICFs) were collected from CARPEM investigators. A content analysis focused on information related to (...)
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  49.  12
    La folie humaine et ses remèdes: Platon, Charmide, ou, De la modération.Marie-France Hazebroucq - 1997 - Paris: J. Vrin. Edited by Plato.
    Ce dialogue met aux prises Socrate avec Critias, sophiste et tyran a la fois, et se situe au debut de la guerre du Peloponnese, une guerre fratricide et desastreuse ou la puissance d'Athenes chancelle et ou l'unite du monde grec est a jamais perdue. C'est sur fond de folie et de demesure qu'ils s'entretiennent de moderation. Rester tranquille et s'occuper de ses affaires, est-ce inertie ou reflexion prudente? Quand tout le comportement de Socrate est a l'inverse de cette moderation-la et (...)
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  50.  8
    Le travail du rêve dans l'espace intersubjectif des thérapies de couple.Marie-France Paquient - 2004 - Dialogue: Families & Couples 166 (4):37-44.
    Dans sa clinique, l’auteur, psychothérapeute, a souvent eu l’impression que les récits de rêves étayaient le travail. Dans une thérapie de couple, le récit de rêve constitue déjà un début d’élaboration, et le groupe thérapeutique accompagne et transforme ce travail pour l’articuler à la problématique du couple.
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