| Titre: |
Philosophy, Critical Thinking and Philosophy for Children |
| Auteur(s): |
Marie-France Daniel et Emmanuèle Auriac-Peyronnet |
| Revue: |
Educational Philosophy and Theory |
| Année: |
2011 |
| Volume: |
43 |
| Issue: |
5 |
| p.: |
415-435 |
| Web URL: |
http://onlinelibrary.wiley.com.bases-doc.univ-lorraine.fr/doi/10.1111/j.1469-5812.2008.00483.x/abstract |
| Mots clés: |
critical thinking ; philosophy for children ; philosophy |
| Résumé: |
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. |
| Annotation: |
Accessible en texte intégral dans Wiley : http://bu.univ-lorraine.fr/ressources/ressources-en-ligne |
| Projet: |
Axe 6 : Diarafor |
