The disruptive potential of philosophy with children - example from practice

  • Tascha Brandt Schøsler (Oplægsholder)

    Aktivitet: Foredrag og mundtlige bidragKonferenceoplæg


    Abstract: For many years it has been argued that dialogic teaching is worth pursuing in schools. Still, studies show that student-centered dialogue are under-represented in many classrooms. In this talk I present Philosophy with Children as a point of departure for exploring teacher beliefs in relation to dialogic teaching and I present different and recurring reactions from Danish teachers who observed Philosophy with Children-sessions in their own classes. I discuss what the teachers’ reactions indicate about their beliefs regarding e.g. children, teaching and education and argue that some of these beliefs might be contrary to the dialogic pedagogy of Philosophy with Children. These contrary beliefs might be part of the explanation of the “missing dialogue” in classrooms. Further, I discuss how the practice of Philosophy with children may disrupt these beliefs.
    Periode25. maj 2018
    BegivenhedstitelPhilosophy and the School: Challenges and Opportunities
    PlaceringOdense, DanmarkVis på kort
    Grad af anerkendelseInternational