Modeling the Development Process of Dialogical Critical Thinking in Pupils Aged 10 to 12 Years This research project was partially supported by a grant (410-98-1228) from the Social Sciences and Humanities Research Council of Canada (SSHRC).

Abstract

Abstract This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges among the pupils (at the beginning, middle and end of the school year). Analysis of the transcripts revealed that: (1) critical thinking appears to the extent that a 'dia-logue' is established among pupils; (2) on the cognitive level, dialogical critical thinking is comprised of four thinking modes: logical, creative, responsible and meta-cognitive; and (3) on the epistemological level, dialogical critical thinking is only manifested in a context where egocentricity of perspective and relativism of beliefs are transcended. Keywords: Critical ThinkingPhilosophical DialoguePhilosophy for ChildrenDiscussion Notes This research project was partially supported by a grant (410-98-1228) from the Social Sciences and Humanities Research Council of Canada (SSHRC). Additional informationNotes on contributorsMarie-France Daniel Marie-France Daniel (PhD, 1992, University of Quebec at Montreal) is Professor, Department of Kinesiology, University of Montreal Louise Lafortune Louise Lafortune (PhD, 1992, University of Quebec at Montreal) is Professor, Department of Education, University of Quebec at Trois-Rivières Richard Pallascio Richard Pallascio (PhD, 1970, University of Montreal) is Professor, Department of Education, University of Quebec at Montreal Laurance Splitter Laurance Splitter (PhD, 1983, University of Oxford) is Professor, Department of Education, Hunter College Christina Slade Christina Slade (PhD, 1982, Australian National University), is Professor, Department of Communication, Macquarie University Teresa de la Garza Teresa de la Garza (PhD, 1992, Universidad Iberoamericana) is Professor, Department of Philosophy, Universidad Iberoamericana