Aspects of Philosophical Dialogue with Children
広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域 Issue 55
Page 25-34
published_at 2007-03-28
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この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/18141
| File | |
| Title ( eng ) |
Aspects of Philosophical Dialogue with Children
|
| Creator |
Karel L. van der Leeuw
|
| Source Title |
広島大学大学院教育学研究科紀要. 第一部, 学習開発関連領域
Bulletin of the Graduate School of Education, Hiroshima University. Part 1, Learning and curriculum development
|
| Issue | 55 |
| Start Page | 25 |
| End Page | 34 |
| Abstract |
The aim of this paper is to explore the philosophical significance and the cognitive value of philosophy with children and their relation to educational objectives. Although philosophical discussions can be conducted with people of any age, we have in the first place in mind discussions in the classroom with children of elementary school age. It will be argued that the three phases of philosophical sessions in the classroom, the reading of a story, questioning, and the subsequent discussion, each have their own cognitive value and educational objectives. The philosophical conditions of a community of inquiry will be investigated and it will be seen that they lead to a specific conception of philosophy. Finally story-reading will be seen as more than an arbitrary occasion for bringing forward philosophical questions.
|
| Keywords |
Philosophy for children
discussion
narrative
education
|
| NDC |
Education [ 370 ]
|
| Language |
eng
|
| Resource Type | departmental bulletin paper |
| Publisher |
広島大学大学院教育学研究科
|
| Date of Issued | 2007-03-28 |
| Publish Type | Version of Record |
| Access Rights | open access |
| Source Identifier |
[ISSN] 1346-5546
[NCID] AA11618554
|
