| 1. |
- Backman, Ylva, et al.
(författare)
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Philosophy with children : moral argumentation and the role of pictures
- 2011
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Ingår i: Educating for complex thinking through philosophical inquiry. - Padova : Liguori. ; , s. 12 s.-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to outline the disposition and results of a short-time pilot study (Backman, 2009) of pupils’ ability to express ethical arguments and of the role of pictures in ethical argumentation. There were 18 pupils, in the ages 7-8 years, that participated in the study, which was carried out in a school in the northern part of Sweden. In this paper, we begin by giving a short description of some relevant statements in the Swedish national curriculum and put this in relation to some previous research on philosophical inquiry with children. Then we continue by describing some of the project’s influences from philosophical practice and theoretical groundwork. After this, some methodological concerns and ethical considerations are referred. Finally, some results of the study are described and shortly discussed.
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| 2. |
- Gardelli, Viktor, et al.
(författare)
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Coherentism as a foundation for ethical dialog and evaluation in school : value communication, assessment and mediation
- 2011
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Ingår i: Educating for complex thinking through philosophical inquiry. - Padova : Liguori. ; , s. 13 s.-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school.
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