What online dialogue facilitation reveals about the im-portance of physical space in philosophical inquiries with children
DOI:
https://doi.org/10.7146/lom.v19i33.161796Nøgleord:
facilitator experiences, facilitation tools, learning environment, physical space, online dialogue, philosophy with childrenResumé
I de seneste årtier har empirisk forskning i Filosofi med børn fået stigende opmærksomhed. Forskningen har dog især haft fokus på filosofiske dialogers effekter, mens andre væsentlige aspekter af den filosofiske praksis er underbelyste. I dette empiriske studie undersøger vi betydningen af fysiske rum for filosofisk dialog ud fra en analyse af, hvad der sker, når den gennemføres i online‑miljøer. Fem facilitatorer dokumenterede deres oplevelser af 58 online dialoger, hvor de havde blandede erfaringer med børnenes engagement og kvaliteten af dialogen. Flere af udfordringerne adskilte sig markant fra dem, vi ville forvente i fysiske rum, og vi argumenterer for, at udfordringerne netop kan forklares ved facilitatorernes begrænsede mulighed for at anvende faciliteringsstrategier, der knytter sig til fysisk rum, materielle genstande og kropslig nærhed. Denne konklusion stemmer overens med praktikeres erfaringer på området. Vi foreslår, at fysiske dimensioner fremover gives større systematisk opmærksomhed i forskning i og udvikling af filosofisk dialog.
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