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In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2020, no. 8, p. 51-66
The process of accessing the field, rarely analysed, provides information on the nature of the research area and the data collected. It is therefore of particularly enlightning scientific interest. Carried out as part of a research project on teaching practices in the "Ethics and religious cultures" school subject in primary schools in three cantons of French-speaking Switzerland, this article...
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In: Educateur, 2019, no. 2, p. 34-37
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In: Childhood and philosophy, 2015, vol. 11, no. 21, p. 105-138
With the prospect of helping pupils to build up both a citizen identity and a better autonomy of thinking, the Research Unit in “Philosophy for Children and Teenagers” (PPEA) of the HEP Fribourg (Switzerland) offers a method to conduct a philosophical discussion: aporetic mentoring. This method, inspired by Platonism, consists in leading the pupils in the aporia, which means to force...
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In: Childhood and philosophy, 2009, vol. 5, no. 9, p. 53-76
Any methodological application in the field of philosophy for children implies a study of the progression of thinking processes and practical learning capacities that result from the program. A valid method must be based on sound paradigmatic structures in order to be applicable in practice. It is an essential concept of both Lipman’s theories of philosophy for children and of...
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In: Diotime, 2010, vol. 46, p. 1-4
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In: Diotime, 2011, vol. 48, p. 1-6
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In: Childhood and philosophy, 2014, vol. 10, no. 19, p. 55-86
To develop children’s critical thinking to make them able to think autonomously, here is the goal many educational actors try to reach. This finality can be reached using appropriate methods. Practicing Philosophy for Children is as such a favoured method to reach this goal. Among the methods featuring a research community that philosophises, aporetic support favours the emergence of contrast,...
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