Mechanisms of Community Formation in Philosophy for Children
Table 1: Mechanisms of Community Formation in Philosophy for Children
for the teacher and students. (p. 308)
Source: Pardales, Michael and Girod, Mark (2006) Educational Philosophy and Theory, Vol. 38, No. 3, 2006 (pp. 299-309)
- Group solidarity through dialogical inquiry
- The primacy of activity and reflection
- The articulation of disagreements and the quest for understanding
- Fostering cognitive skills (e.g., assumption finding, generalization, exemplification) through dialogical practice.
- Learning to employ cognitive tools (e.g., reasons, criteria, concepts, algorithms, rules, principles
- Joining together in cooperative reasoning (e.g., building on each other’s ideas, offering counterexamples or alternative hypotheses, etc.)
- Internalization of the overt cognitive behavior of the community (e.g., introjecting the ways in which classmates correct one another until each becomes systematically self-corrective)—‘intrapsychical reproduction of the interpsychical’ (Vygotsky)
- Becoming increasingly sensitive to meaningful nuance of contextual differences
- Group collectively groping its way along, following the argument where it leads (Lipman, p. 242)
for the teacher and students. (p. 308)
Source: Pardales, Michael and Girod, Mark (2006) Educational Philosophy and Theory, Vol. 38, No. 3, 2006 (pp. 299-309)
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