Engagement in philosophical dialogue facilitates children’s reasoning about subjectivity
Bibliographic Data
| ID | 9789689 |
|---|---|
| Authors | Caren M Walker (0000-0001-6532-8611, University of California, Berkeley, corresponding author), Thomas E Wartenberg (0000-0001-6445-8131), Ellen Winner (0000-0003-0494-6621) |
| Year | 2013 |
| Volume | 49 |
| Issue | 7 |
| Pages | 1338-1347 |
| Publication date | 2013-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0029870 |
| PMID | 22946436 |
| OpenAlex | W2154494602 |
| Language | EN |
| Citations received | 8 |
| References cited | 9 |
Theories of learning have long emphasized the essential role of social factors in the development of early reasoning abilities. More recently, it has been proposed that the presentation of conflicting perspectives may facilitate young children's understanding of knowledge claims as potentially subjective-one of many possible representations of the world. This development in epistemological understanding has been proposed to be an important determinant of academic performance and is highly correlated with the ability to understand and produce sound argumentation in adolescents and adults. In a longitudinal study of children 7-8 years old, we assessed the effects of a 3-month philosophy class designed to engage children in dialogic interaction with peers. We examined the influence of this intervention on children's epistemological understanding and argumentation skills in 4 domains of knowledge: aesthetic, value, social, and physical. Participation in dialogic interaction in an elementary school classroom improved children's ability to construct their own and opposing arguments across domains and facilitated reasoning about the subjectivity of knowledge in the value domain
Argumentation theory · Construct (python library · Developmental psychology · Dialogic · Epistemology · Pedagogy · Subjectivity · Value (mathematics · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Evaluating and diversifying philosophy education
Supporting elementary school children to engage in collaborative argumentation
Children’s perspectives on why and when teachers listen to their ideas
What influences teachers’ support for children’s reasoning about social inclusion in primary school education classrooms
Children’s Developing Ability to Resolve Disagreements by Integrating Perspectives
Knowledge about the nature of science increases public acceptance of science regardless of identity factors
Promoting social inclusion in the early years of elementary school
Changes in children’s reasoning about the social inclusion of aggressive children over the early years of elementary school
The Skills of Argument
Collaborative reasoning
The Ontogenesis of Trust
Explanation‐driven inquiry
Effects of Dyadic Interaction on Argumentive Reasoning
The development of epistemological understanding
Dialogic Argumentation as a Vehicle for Developing Young Adolescents’ Thinking
Motivation and Performance Differences in Students’ Domain-Specific Epistemological Belief Profiles
Supporting and Promoting Argumentation Discourse in Science Education
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |