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- Title
Denkanregungen: Förderpotentiale philosophischer Gespräche mit Kindern im Kontext von Inklusion.
- Authors
Michalik, Kerstin
- Abstract
Background: The article argues, that Philosophizing with children fosters participation and development of all children, because the philosophical community of inquiry presents a variety of positive (cognitive and non-cognitive) challenges for pupils as well as for teachers in regard of meaningful and complex learning processes which also affect personal development. A central argument is, that the community of inquiry offers special opportunities for participation, because it creates a “safe place” of acceptance and a sense of belonging without the pressure associated with achievement and evaluation, which benefits especially children with additional needs and problems in social interactions. Method: The argument is based on a variety of international qualitative and quantitative empirical research. Result: The results offer empirical evidence about the positive effects of regular philosophical discussions for the development of children with different gifts and needs. They also indicate, that philosophizing in the classroom affects teacher's reflections about individual children and their learning processes and may contribute to enlarge their competencies in perception and diagnosis. Discussion and perspectives: The philosophical community of inquiry supports children's cognitive, meta-cognitive, social and emotional development in a specific way and a “school of diversity” needs a variety if changes in the traditional system of teaching and learning.
- Publication
Lernen und Lernstörungen, 2020, Vol 9, Issue 4, p235
- ISSN
2235-0977
- Publication type
Academic Journal
- DOI
10.1024/2235-0977/a000311