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ERIC Number: ED476183
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 32
Abstractor: N/A
Reference Count: N/A
The Development of Dialogical Critical Thinking.
Daniel, Marie-France; Lafortune, Louise; Pallascio, Richard; Mongeau, Pierre; Slade, Christina; Splitter, Laurance; de la Garza, Teresa
This study explored the manifestations of what was called "dialogical critical thinking" in elementary school students aged 10 to 12 years as they engaged in philosophical exchanges among peers. The characteristics of dialogical critical thinking and how it develops were studied over an entire school year among eight groups of students in three cultural contexts: Australia (two groups), Mexico (three groups), and Quebec (Canada) (three groups). Each group contained, on average, 30 students. Findings were constructed in an inductive manner, inspired by qualitative analysis as defined by Glaser and Strauss (1967). From the analysis, a grid was developed to illustrate the process by which dialogical critical thinking developed among these students. This process is manifested through four modes of thinking (logical, creative, responsible, and metacognitive), which become increasingly complex according to three epistemological perspectives (egocentricity, relativism, and intersubjectivity oriented toward meaning). (Contains 34 references.) (Author/SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; Canada; Mexico