摘要：One of the fundamental objectives of Philosophy for Children (P4C) is the
cognitive development of pupils. In this text, we examine to what extent the age of the
children and the number of years of praxis in P4C influence the development of their
critical thinking. Participants were groups of pupils (vs. individuals): 13 groups from
preschool to the end of elementary school. These groups originated from two schools,
one in Quebec and one in Ontario. At the time the data were collected, the Quebec
school groups had one year of P4C praxis, whereas the Ontario school groups had two
years of praxis. The content analyzed was the philosophical exchanges among pupils.
As an analysis grid, we used the model of the developmental process of dialogical
critical thinking (DCT). The model includes four thinking modes (logical, creative,
responsible and metacognitive) and six epistemological perspectives (egocentricity,
post-egocentricity, pre-relativism, relativism, post-relativism/pre-inter-subjectivity
and inter-subjectivity). With regard to the thinking modes, it emerged from the
exchanges analyses that age may have an impact on the mobilization of the logical
mode, and the number of years of philosophical praxis may have an impact on
mobilization of the metacognitive mode, however, in all the cases studied, these factors
could not be considered particularly determining. With regard to the epistemological
development, results showed that the age factor is observable in the lack of
mobilization of the more complex perspectives (i.e. post-relativism/pre-intersubjectivity) in preschool and the beginning of elementary school classrooms. And the
impact of the number of years of praxis is observable in the increasing sophistication of
DCT. In the groups with one year of philosophical praxis, the transition from simple
perspectives such as pre-relativism to more complex perspectives such as relativism or
post-relativism, appeared in the 4th grade, whereas in groups with two years of praxis it
appeared in the 3rd grade, one year earlier.
其他摘要：One of the fundamental objectives of Philosophy for Children (P4C) is the cognitive development of elementary and secondary school pupils. In this text, we examine to what extent the age of the children and the number of years of praxis in P4C influence the development of their critical thinking. To do so we used, as an analysis grid, the model of the developmental process of dialogical critical thinking that emerged from the analysis of transcripts of exchanges among pupils aged 4 to 12 years (Daniel et al., 2005; Daniel & Gagnon, 2011). The content analyzed was the “philosophical” exchanges among pupils. Participants were 13 groups of pupils from preschool to the end of elementary school. These groups originated from two schools, one in Quebec and one in Ontario. At the time the data were collected, the Quebec school groups had one year of P4C praxis, whereas the Ontario school groups had two years of praxis. Results indicate that children’s age and number of years of philosophical praxis are among the factors that influence the developmental process of critical thinking.
关键词：Philosophy for children;Dialogical critical thinking;Epistemological perspectives;Preschool and Elementary school
其他关键词：Philosophy for children;Dialogical critical thinking;Epistemological perspectives;Preschool and Elementary school
