Résumés
Abstract
Philosophy for Children (henceforth P4C) is a program and a pedagogy for teaching philosophy in k-12 school that was first developed by Matthew Lipman and Ann Margaret Sharp. The P4C approach is generally presented as a valuable form of education for democratic citizenship. This relationship is so obvious that it often remains underdeveloped: P4C is constructed with the goal of developing children to be critical thinkers and to know how to dialogue with others, which are also hallmarks of what is wanted in the citizens of our democracies. The objective of this article is to explore and deepen this connection by analyzing how it has been developed in the literature of the P4C movement. What emerges from this study is that there are differences of opinions as to why P4C is an appropriate kind of education for democracy. From the texts analyzed, three pedagogies stood out in that regard: Deweyan pedagogy, critical pedagogy, and pedagogy of interruption. I analyze the different visions of P4C as a democratic education in each of these, present the different criticisms they offer to P4C in that regard, and propose how P4C may answer these criticisms. I conclude with the importance of practitioners being aware of the different perspectives that encompass P4C concerning its role for education for democratic citizenship.
Parties annexes
Bibliography
- Accorinti, S. (2002). Matthew Lipman y Paulo Freire: Conceptos para la libertad. Utopía y Praxis Latinoamericana, 7(18), 35-56.
- Baillargeon, N. (2016). Le devoir de transmission culturelle et les responsabilités qu’il nous impose In La dure école (pp. 109-132). Leméac.
- Biesta, G. (2017). Touching the soul? exploring an alternative outlook for philosophical work with children and young people. Childhood and Philosophy, 13(28), 415-452.
- Bleazby, J. (2006). Autonomy, democratic community, and citizenship in philosophy for children: Dewey and philosophy for children's rejection of the individual/community dualism. Analytic Teaching, 26(1), 30-52.
- Bleazby, J. (2009). Overcoming relativism and absolutism: Dewey’s ideals of truth and meaning in philosophy for children. Educational Philosophy and Theory, 43(5), 453-466.
- Burbules, N., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. S. Popkewitz & L. Fendler (Eds.), Critical theories in education : changing terrains of knowledge and politics (pp. 45-66). Routledge.
- Burgh, G. (2014). Democratic pedagogy. Journal of Philosophy in Schools, 1(1), 22-48.
- Cevallos-Estarellas, P., & Sigurdardottir, B. (2000). The community of inquiry as means for cultivating democracy. Inquiry: Critical Thinking Across the Disciplines, 19(2), 45-57.
- Chetty, D. (2014). The elephant in the room: picturebooks, philosophy for children and racism. Childhood and Philosophy, 10(19), 11-31.
- Chetty, D. (2018). Racism as ‘reasonableness’: Philosophy for Children and the gated community of inquiry. Ethiics and education, 13(1), 39-54.
- D'Olimpio, L., & Teschers, C. (2016). Philosophy for Chidren meets the art of living: A holistic approach to an education. Philosophical Inquiry in Education, 23(2), 114-124.
- Daniel, M.-F. (1998). La philosophie et les enfants. Les Éditions Logiques.
- Dewey, J. (1938). Experience & education. Touchstone.
- Dworkin, R. (1985). Liberalism. In A Matter of Principle (pp. 181-204). Harvard University Press.
- Freire, P. (1970). Pedagogy of the oppressed. Continuum.
- Freire, P. (2001). Pedagogy of freedom: Ethics, democracy, and civic courage. New York: Rowman & Littlefield Publishers, inc.
- Gagnon, M., & Yergeau, S. (2016). La pratique du dialogue philosophique au secondaire : vers une dialogique entre théories et pratiques. Québec: Presses de l'Université Laval.
- Glaser, J. (2017). Social-political dimensions of the community of philosophical inquiry in an age globalization. In M. R. Gregory & M. J. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp : Childhood, Philosophy and Educati (pp. 217-229). Routledge.
- Glina, M. (2007). A Community of Barberians1: The Community of Inquiry as a Strong Democracy. Thinking, 18(3), 11-15.
- Golding, C. (2010). What philosophical practices are conducive for philosophy education for democracy? In D. Macer & S. Saad-Zoy (Eds.), Asian-Arab philosophical dialogues on globalization, democracy and human rights (pp. 93-106). UNESCO.
- Golding, C. (2017). Getting better ideas: A framework for understanding epistemic philosophical progress in Philosophy for Children. In M. Gregory, J. Haynes, & K. Murris (Eds.), The Routledge international handbook of Philosophy for Children (pp. 65-73). Routledge, Taylor & Francis Group.
- Gregory, M. (2000). lnqulry, Democracy and Childhood: An Interview with Matthew Lipman. lnquiry: ; Critical Thinking Across the Disciplines, 19(2), 58-65.
- Gregory, M. (2004). Practicing democracy: Social intelligence and philosophical practice. International Journal of Applied Philosophy, 18(2), 161-174.
- Gregory, M. (2007). A framework for facilitating classroom dialogue. Teaching philosophy, 30(1), 59-84.
- Gregory, M. (2008). Philosophy for Children: Practitioner handbook. Upper Montclair: Institute for the Advancement of Philosophy for Children.
- Gregory, M., Haynes, J., & Murris, K. (2017). The Routledge international handbook of philosophy for children. Routledge, Taylor & Francis Group.
- Gregoy, M., & Granger, D. (2012). Introduction: John Dewey on philosophy and child. Education and Culture, 28(2), 1-26.
- Hannam, P., & Echeverria, E. (2009). Philosophy with teenagers : nurturing a moral imagination for the 21st century. Network Continuum.
- Kennedy, D. (2014). Dialogic schooling. Analytic Teaching and Philosophical Praxis, 35(1), 1-9.
- Kizel, A. (2016). From Laboratory to Praxis: Communities of Philosophical Inquiry as a Model of (and for) Social Activism. Childhood and Philosophy, 12(25), 497-517.
- Kohan, W. O. (2018). Paulo Freire and Philosophy for Children: A critical dialogue. Studies in Philosophy & Education. doi:https://doi.org/10.1007/s11217-018-9613-8
- Lakoff, G. (2002). Moral politics: How liberals and conservatives think (2 ed.). The University of Chicago Press.
- Leleux, C. (2008). Éduquer à la citoyenneté par la "Philosophie pour enfants". In C. Leleux (Ed.), La philosophie pour enfants : le modèle de Matthew Lipman en discussion (pp. 177-188). De Boeck.
- Lipman, M. (1998). The contribution of philosophy to deliberative democracy. In I. Kuçuradi & D. Evans (Eds.), Teaching Philosophy on the Eve of the Twenty-First Century (pp. 6-29). International Federation of Philosophical Societies.
- Maclure, J. (2016). Retrouver la raison : essais de philosophie publique. Québec Amérique.
- Michaud, O. (2013). A qualitative study on educational authority, shared authority and the practice of philosophy in a kindergarten classroom: A study of the multiple dimensions and complexities of a democratic classroom (Doctoral Dissertation, Montclair State University, Upper Montclair, NJ.)
- Michaud, O., & Välitalo, R. (2017). Authority, democracy and philosophy. In M. Gregory, J. Haynes, & K. Murris (Eds.), The Routledge international handbook of Philosophy for Children (pp. 27-33). Routledge, Taylor & Francis Group.
- Nussbaum, M. C. (2010). Not for profit : Why democracy needs the humanities. Princeton University Press.
- Para Contreras, R., & Medin Fuenmayor, J. (2007). La comunidad de investigación y la formación de ciudadanos: Consideraciones a partir del pensamiento de Matthew Lipman y Paulo Freire. Telos: Critical Theory of the Contemporary 1(1), 80-89.
- Parker, W. C. (2003). Teaching democracy: Unity and diversity in public life (1 ed.). Teachers College Press.
- Potvin, M. (2015). L'école n'est pas neutre: diversité, discriminations et équité à l'école québécoise In S. Demers, D. Lefrançois, & M.-A. Éthier (Eds.), Les fondements de l'éducation : perspectives critiques (pp. 381-447). Éditions MultiMondes.
- Sasseville, M., & Gagnon, M. (2012). Penser ensemble à l'école : des outils pour l'observation d'une communauté de recherche philosophique en action (2e ed.). Presses de l'Université Laval.
- Sharp, A. M. (1991/2017). The community of inquiry: Education for democracy. In M. R. Gregory & M. J. Laverty (Eds.), In Community of Inquiry with Ann Margaret Sharp : Childhood, Philosophy and Educati (pp. 242-250). Routledge.
- Vansieleghem, N. (2005). Philosophy for Children as the Wind of Thinking. Journal of Philosophy of Education, 39, 19-35.
- Westheimer, J. (2015). What kind of citizen? : educating our children for the common good. Teachers College Press.
- Westheimer, J., & Kahne, J. (2004). What kind of citizen? The politics of educating for democracy. American Educational Research Journal, 41(2), 237-269.