Ideals and Reality in Philosophy with Children
DOI:
https://doi.org/10.7146/spf.v9i1.122384Keywords:
Didactics, Philosophy with Children, Dialogic teaching, IRE structureAbstract
Since the 80s, philosophy with children has been known in Denmark as a strong dialogical form of teaching with a focus on the students' ability to reflect together and argue independently. However, the ideals of the field can be difficult to realize in practice. This case analysis examines a report in which the dialogical ideals of Philosophy with Children are described along with practice examples, and the analysis shows that the actual teaching does not live up to the ideals. The case thus illustrates both some of the challenges of moving away from a classic teacher-centered form of teaching, and the need for didactic tools and strategies to be succesful with the dialogical approach in Philosophy with Children.
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