Philosophy for Democracy

Autor/inn/en	Bartels, Rob; Onstenk, Jeroen; Veugelers, Wiel
Titel	Philosophy for Democracy
Quelle	In: Compare: A Journal of Comparative and International Education, 46 (2016) 5, S.681-700 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2015.1041367
Schlagwörter	Democratic Values; Citizenship Education; Foreign Countries; Philosophy; Teaching Methods; Thinking Skills; Dialogs (Language); Skill Development; Program Descriptions; Elementary School Students; Secondary School Students; Teacher Student Relationship; Questioning Techniques; Student Attitudes; Statistical Analysis; Outcomes of Education; Questionnaires; Intervention; Netherlands + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Dialog; Dialogs; Dialogue; Dialogues; Kompetenzentwicklung; Qualifikationsentwicklung; Sekundarschüler; Teacher student relationships; Lehrer-Schüler-Beziehung; Befragungstechnik; Fragetechnik; Schülerverhalten; Statistische Analyse; Lernleistung; Schulerfolg; Fragebogen; Niederlande
Abstract	Philosophy for Democracy is a research project that aims to examine whether and how Philosophy with Children contributes to the development of democratic skills and attitudes. In the Netherlands, as in almost all Western countries, Philosophy with Children is linked with the movement for citizenship education. This article reports the research on the practice of Philosophy with Children. Sixteen philosophical inquiries by children in the classroom were recorded, transcribed and analysed. The analyses show that children develop relevant reasoning skills and advanced dialogical skills. The study shows that embedding Philosophy with Children in a democratic practice is necessary for contributing to a critical-democratic citizenship development. The study also shows that Dutch children often give their opinion, but are not often involved in inquiring their own opinions. From a pedagogical point of view, we think that in Dutch culture and in Dutch schools it would be important to stress more a dialogical--community-based--inquiring attitude. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01