Philosophy, Critical Thinking and Philosophy for Children
Bibliographic Data
| ID | 5791748 |
|---|---|
| Authors | Marie‐france Daniel (Université de Montréal), Emmanuelle Auriac (b IUFM d'Auvergne (France)) |
| Year | 2009 |
| Volume | 43 |
| Issue | 5 |
| Pages | 415-435 |
| Publication date | 2009-10-06 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2008.00483.x |
| OpenAlex | W2054391580 |
| Language | EN |
| Citations received | 22 |
| References cited | 26 |
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
CONTEST · Parallel thinking · Philosophy for Children · Education and Critical Thinking Development · Educational Challenges and Innovations · Values and Moral Education
Dialogic inquiry interviews
Use of “Philosophy for Children” Approach for Developing Critical Thinking Skills in Religious Culture and Ethics Course
Philosophical practice and its development in China
Leveraging large language models to assist philosophical counseling
A cross-cultural comparison of Chinese and Western philosophical practice
Research in Moral Education
Preschool Teachers’ Argumentation on Socioscientific Issues Scenarios
Affect, behaviour, cognition
Enabling critical thinking development in higher education through the use of a structured planning tool
From hermeneutic theory to pedagogical practice
A philosophy for children approach to professional development of teachers
Development of thinking and language skills through philosophy
Can a Philosophy for Children Programme Empower the 21 st Century Child in Africa
Poetic brain
Child as method and/as childism
Studying activities that take place in speech interactions
Being Children
Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme
Developing Democratic Dispositions and Enabling Crap Detection
Benefits of Collaborative Philosophical Inquiry in Schools
Changing the Subject
From Academia to Action
| Unique citing works | 22 |
|---|---|
| Citations per year | 1,47 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |