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Grammar, language and norm: three concepts for thinking critically ; Gramática, língua e norma: três conceitos para pensar criticamente
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In: Domínios de Lingu@gem; Vol. 16 No. 2 (2022): Estudos sobre a relação entre gramática e língua: diversidade, unidade e métodos; 747-765 ; Domínios de Lingu@gem; v. 16 n. 2 (2022): Estudos sobre a relação entre gramática e língua: diversidade, unidade e métodos; 747-765 ; 1980-5799 (2022)
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Cultivating Foreign Language Learners’ Critical Thinking Skills in a Flipped Model
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In: Studies in Literature and Language; Vol 24, No 1 (2022): Studies in Literature and Language; 1-4 ; 1923-1563 ; 1923-1555 (2022)
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DIGITAL CONTENT CREATION AS A SERVICE LEARNING PROPOSAL IN LEARNING FOREIGN LANGUAGES AT HIGHER EDUCATION
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In: MOOCs, Language learning and mobility, design, integration, reuse ; https://hal.archives-ouvertes.fr/hal-03215273 ; MOOCs, Language learning and mobility, design, integration, reuse, Apr 2021, Online conference, Italy (2021)
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The difficulties of conceptualising and operationalising critical thinking through assessment practices: a case study of academics in a UK business school
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College students’ fake news discernment: Critical thinking, locus of control, need for cognition, and the ability to discern fact from opinion
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Η συμβολή της εφαρμοσμένης γλωσσολογίας στην ανάπτυξη της κριτικής σκέψης ...
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Assessing the Impact of the Student-Generated Reasoning Tool Through a Two-Phase Study: Harvard Medical School and Université de Montréal Medical School
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Teaching literature in the ESL context: Evaluation and didactic proposal on the graphic novel V for Vendetta
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La formación del pensamiento crítico en niveles iniciales de español como lengua extranjera: Propuesta didáctica
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Thinking About Thinking: Developing a Formal Curriculum on Critical Thinking for Pediatric Residents
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A PEDAGOGICAL APPROACH TO IMPROVING STUDENTS’ USE OF METACOGNITIVE STRATEGIES
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Joint Reflection Promotes Students’ Use of Evidence in Argumentive Writing
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Kritische Medienkompetenz und Community Medien
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In: Graz : CONEDU – Verein für Bildungsforschung und -medien 2018, 59 S. - (Dossier erwachsenenbildung.at) (2018)
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Teachers’ written formative feedback on students’ critical thinking: A case study
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A State Between: A Caring-Virtuosic Argument Considering Decision-Making Before Wartime
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Dialectical Teaching Strategies for First and Second-Year Students
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In: UNLV Best Teaching Practices Expo (2018)
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Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: a mixed method study
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Does mindfulness enhance critical thinking? Evidence for the mediating effects of executive functioning in the relationship between mindfulness and critical thinking
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Philosophy with Children How does the practice of philosophy nurture a young child?s natural ability to think philosophically and encourage him/her to participate in a democratic community of enquiry?
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Abstract:
Master in Education Studies (Early Childhood Education) ; Philosophy enables us to be critical, independent thinkers particularly in a fast-paced digital world. Philosophy with Children is a pedagogy whereby the voice of the child is upheld, their agency is enabled and their critical thinking is developed. The importance of Philosophy with Children is especially relevant to the current Irish Primary School Curriculum which is content heavy and where a strong emphasis is placed upon mathematical and linguistic knowledge. The dialogic nature of philosophy encounters encourages the exploration of children?s thoughts and wonderings, which provokes continued curiosity and fosters intrinsic learner motivation. The beauty of Philosophy with Children is that there are no wrong answers. It is always open and interpretive in nature, giving the young child a sense of power and ownership of his/her learning. This study utilises an action research approach to critically examine the nature of children?s philosophical responses through everyday topics. It assesses the nature of their responses in terms of language, participation and confidence levels. Furthermore, it also explores the role of the classroom teacher as a facilitator of these encounters. The sessions were integrated into the weekly curriculum which provides an opportunity for this in Learn Together and Oral Language. The results of the study show that children in the early years context are more than capable of entering into a dialogue in a community of enquiry, and that they display a range of higher-order thinking skills when doing so. Philosophy with Children is a suitable means to begin to foster the development of a critical citizenry through engagement with democratic practices in the early years context. In addition, the educator can play an influential role in creating a classroom environment conducive to dialogue.
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Keyword:
Critical thinking; Independent thinking; Irish Primary School Curriculum; Pedagogy; Philosophy; Research Subject Categories::SOCIAL SCIENCES
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URL: http://hdl.handle.net/2262/91959
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