 Subjects -> PHILOSOPHY (Total: 762 journals)
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- Présentation du numéro : la philosophie pour enfants et l’éducation
à l’éthique : regard sur la diversité théorique et pratique
Abstract: Olivier Michaud and Mathieu Gagnon
- Éduquer à l’éthique : de quoi sommes-nous
capables '
Abstract: Denis Pieret
To avoid the eternal pitfall of dogmatism and relativism, it is useful to conceptually construct and practice an ethics, inspired by Deleuze’s reading of Spinoza, conceived as an ethology and thought in terms of power rather than essence. Also following the Marxian idea according to which “the human essence […] is the set of social relations” (6th thesis on Feuerbach), such ethics will be deployed in its social and political dimensions, against a tendency to think of it according to the atomist and essentialist mode of ought-to-be. Ethics thus conceived is neither an individual search aimed at being at peace with oneself nor the colonization of others by one’s morality, but a collective effort to highlight in their historicity and communicate the tensions that pass through us, tensions sometimes productive, sometimes contradictory and antagonistic, in a creative perspective. The article will present some proposals for practical workshops linked to this concept.
- Plonger dans le trouble : clown et enseignement de la philosophie
Abstract: Anne Herla
The clown shares with the practitioner of philosophy a certain number of attitudes that clash with the teacher’s posture of mastery: an appreciation of surprise, aporia, troubling; welcoming disequilibrium as a source of movement; a link to emotions as the engine of thought; the admission of difficulty used as a comedic and pedagogical springboard… We maintain that these characteristics illustrate a shared ethics, that of an openness to vulnerability, that the clown enacts in an exaggerated manner. We attempt to determine if routine clown-like practice can develop in the future teacher of Philosophy and Citizenship a sensibility to this particular ethics, and what its eventual concrete effects would be on the facilitation of philosophical discussions in the classroom and on their reception by students. This work is based on an experiment proposed to student teachers of philosophy at the University of Liège, connecting clowning workshops and teaching internships.
- La pratique du dialogue philosophique au service du respect inconditionnel
de la personne enseignante
Abstract: Nadia Bélanger, Mathieu Gagnon and Jonathan Smith
Respect is essential to a healthy and positive classroom environment that fosters students’ learning and development. Teachers should be concerned about their disposition to respect students and use effective methods to ensure that students feel respected in class. However, what is respect exactly, and what conditions must be put in place to promote it' This article explores the relations to knowledge, speech and power, and the responsibilities that come with the practice of philosophical dialogue (PPD). The emerging reflections can provide teachers with a frame of reference to demonstrate an ethic of unconditional respect in their classrooms.
- Comment construire une pratique éthique de la reformulation en discussion
philosophique ' La notion de tact et l’éclairage de Herbart, de
Canguilhem et d’Eirick Prairat
Abstract: Johanna Hawken
In the field of philosophy for children, the practice of reformulation carries great importance for dialogue: it generates attention, understanding and an intersubjective relationship. Therefore, children are often invited to reformulate, although our focus here is on the practice of reformulation by the facilitator; this ability has an inordinate effect on the group’s progress in philosophical reflection. But how can we reformulate children’s ideas whilst staying faithful to their initial meaning' How can we advance reflection without taking the risk of making children feel betrayed' Can we say that every reformulation is a betrayal of the original thought' Traduttore, traditore' During philosophical discussions, the act of reformulating implies intellectual issues (being faithful to the meaning of ideas) and ethical issues (attending to the pedagogical relationship to the child and not threatening their individuality). Faced with these issues, the pedagogical virtue of tact could prove enlightening, thanks in particular to the works of Eirick Prairat, Herbart and Canguilhem. We will analyze these works and also draw on our field experience of philosophical workshops with children. To what extent can pedagogical tact help us deal with the intellectual and ethical issues of philosophical reformulation in an educational setting'
- Lorsque les thèmes sensibles s’invitent à une discussion à visée
démocratique et philosophique : analyse des pratiques enseignantes dans
l’application de l’approche PhiloJeunes
Abstract: Sivane Hirsch and Annie-Claude Piché
The organization PhiloJeunes offers teachers training in how to facilitate discussion with a democratic and philosophical aim (DDPA) in class. We met with teachers, school counsellors and spiritual advisors who had completed this training in order to understand their perspective on its concrete application in a classroom context. The practitioners we met with described how they integrated this approach in a variety of instructional scenarios and used it to address different sensitive topics. They were perplexed by the offensive behaviour that occurred during these discussions and wanted to know how to react appropriately to racist comments, for example, or to the discomfort that young people feel in talking about them.In this article, we present the PhiloJeunes approach and the concept of the sensitive topic to understand the issues that teachers face. We then present participants’ observations of their experience in the classroom. Finally, we analyze the impact of the PhiloJeunes approach in dealing with sensitive topics in class.
- La pertinence de la philosophie pour enfants dans la gestion de
l’écoanxiété chez les enfants du primaire
Abstract: Terra Léger-Goodes, Catherine Malboeuf-Hurtubise, David Lefrançois, Mathieu Gagnon, Catherine M. Herba, Pier-Olivier Paradis and Marc-André Éthier
Children may experience eco-anxiety as they become aware of the consequences of climate change. However, it has been observed that those who use meaning-based coping mechanisms have better long-term mental health. To this end, Philosophy for Children (P4C) holds promise as a valuable intervention, as it aims to encourage meaning-making through discussion and questioning, and promotes caring and hopefulness in the community of learners. Furthermore, in combination with P4C, art therapy could allow space to discuss and validate children’s emotions. This theoretical article will explore the relevance of combining P4C and art therapy to address eco-anxiety with children in the context of environmental education. Joining aspects of environmental ethics and concern, P4C and art therapy may prove to be a promising addition to the environmental education curriculum, fostering children’s emotional and cognitive development around the issue of climate change while avoiding a paralyzing form of eco-anxiety.
- L’éthique, à l’épreuve de la pratique des professeurs des écoles
stagiaires (PÉS) dans l’acte de délibération
Abstract: Alfred Romuald Gambou
This research emerges from our lived experience as a young teacher educator in a college of education in France. Observing student teachers in their places of internship has produced questions about the lack of rationality and of searching for ethical coherence in the choices and decisions of some young teachers, especially when it comes to deliberating on the advice of their internship supervisors. Post-visit counselling interviews showed that teachers’ professional training is based mainly on a “prescribed professionalism-expertise” backed by an instrumental rationality, and that it strives for a logic of parameterization of skill development. On an ethical level, it is more focused on the deontological (on the prescribed) than on professional and personal ethos, that is, on the subject itself as a moral agent. Hence our question, how to rethink it so that it can account for the development of moral imagination in young teachers, to better help them increase their professional reflexivity and their sensitivity to moral problems that arise during the course of their practice'
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