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Download full textMaire, Hélène; Auriac-Slusarczyk, Emmanuèle; Slusarsczyk, Bernard; Daniel, Marie-France; Thebault, Cathy – Journal of Education and Learning, 2018
Creative thinking is sometimes neglected by schools. Introducing philosophy in schools represents a commitment to balancing the development of logical and creative thinking, currently exercised only orally. In the present study, the focus is on writing. Firstly, the value of authentic pupil writings is underscored. The pupils and students studied…
Descriptors: Art Education, Philosophy, Interdisciplinary Approach, Unified Studies Curriculum
Direct linkDaniel, Marie-France; Auriac, Emmanuelle – Educational Philosophy and Theory, 2011
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…
Descriptors: Critical Thinking, Philosophy, Dialogs (Language), Teaching Methods
Peer reviewedDaniel, Marie-France; Lafortune, Louise; Pallascio, Richard; Schleifer, Michael – Canadian Journal of Education, 1999
Studied the social and cognitive activity that occurred when students were introduced to philosophical dialogue about mathematics in a class of 30 fifth graders. Changes in students' discussions showed that the dialogue evolved from monological exchanges to dialogical exchanges, but data also suggest that if philosophical dialogue is to develop,…
Descriptors: Cognitive Processes, Elementary School Students, Intermediate Grades, Mathematics Instruction
Daniel, Marie-France; Lafortune, Louise; Pallascio, Richard; Mongeau, Pierre; Slade, Christina; Splitter, Laurance; de la Garza, Teresa – 2003
This study explored the manifestations of what was called "dialogical critical thinking" in elementary school students aged 10 to 12 years as they engaged in philosophical exchanges among peers. The characteristics of dialogical critical thinking and how it develops were studied over an entire school year among eight groups of students…
Descriptors: Critical Thinking, Elementary Education, Elementary School Students, Epistemology
Peer reviewedDaniel, Marie-France; Bergman-Drewe, Sheryle – Quest, 1998
Presents three educational perspectives (traditional, humanistic, and social) inherent in teaching physical education (PE) and in physical education teacher education (PETE), asserting that developing higher-order thinking should be a primary goal of PETE. The relevance of philosophy to future PE teachers is examined, providing one example of…
Descriptors: Critical Thinking, Higher Education, Philosophy, Physical Education Teachers
Daniel, Marie-France; Lafortune, Louise; Pallascio, Richard; Splitter, Laurance; Slade, Christina; de la Garza, Teresa – Communication Education, 2005
This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking…
Descriptors: Group Discussion, Elementary School Students, Critical Thinking, Thinking Skills
Daniel, Marie-France; Doudin, Pierre-Andre; Pons, Francisco – Online Submission, 2005
Violence is increasingly present in Quebec schools. Our position is that we should invest in "primary" prevention of violence by helping preschool children develop cognitive competencies. One of the aspects of cognitive development explored in this text regards children's Social Representations (SR) of violence. Indeed, a number of…
Descriptors: Foreign Countries, Experimental Groups, Preschool Children, Control Groups
