189
Views
0
CrossRef citations to date
0
Altmetric
Articles

Facilitators’ Perceptions of Children’s Experiences in Online Philosophical Dialogues

ORCID Icon, ORCID Icon & ORCID Icon
Pages 805-819 | Received 29 Oct 2021, Accepted 25 Mar 2022, Published online: 30 Apr 2022

References

  • Alexander, R. (2018). Towards dialogic teaching (5th ed.). Dialogos.
  • Alexander, R. (2020). A dialogic teaching companion. Routledge.
  • Asterhan, C. S. C., Howe, C., Lefstein, A., Matusov, E., & Reznitskaya, A. (2020). Controversies and consensus in research on dialogic teaching and learning. Dialogic Pedagogy: An International Online Journal, 8. https://doi.org/10.5195/dpj.2020.312
  • Barrow, W. (2015). “I think she’s learnt how to sort of let the class speak”: Children’s perspectives on Philosophy for Children as participatory pedagogy. Thinking Skills and Creativity, 17, 76–87. https://doi.org/10.1016/j.tsc.2015.06.003
  • Cassidy, C., Christie, D., Coutts, N., Dunn, J., Sinclair, C., Skinner, D., & Wilson, A. (2008). Building communities of educational enquiry. Oxford Review of Education, 34(2), 217–235. https://doi.org/10.1080/13803610701632091
  • Costa-Carvalho, M., & Mendonça, D. (2017). Thinking as a community: Reasonableness and emotions. In M. R. Gregory, J. Haynes, & K. Murris (Eds.), The Routledge International Handbook of Philosophy for Children (pp. 127–134). Routledge.
  • Croft, N., Dalton, A., & Grant, M. (2010). Overcoming isolation in distance learning: Building a learning community through time and space. Journal for Education in the Built Environment, 5(1), 27–64. https://doi.org/10.11120/jebe.2010.05010027
  • Dysthe, O. (1996). The multivoiced classroom: Interactions of writing and classroom discourse. Written Communication, 13(3), 385–425. https://doi.org/10.1177/0741088396013003004
  • Echeverria, E., & Hannam, P. (2013). Philosophical inquiry and the advancement of democratic praxis. Journal of Pedagogy, 4(1), 111–125. https://doi.org/10.2478/jped-2013-0007
  • Fair, F., Haas, L. E., Gardosik, C., Johnson, D. D., Price, D. P., & Leipnik, O. (2015). Socrates in the schools: Gains at three-year follow-up. Journal of Philosophy in Schools, 2(2), 5–16. https://doi.org/10.21913/jps.v2i2.1268
  • Gasparatou, R. (2017). Philosophy for/with children and the development of epistimically virtuous agents. In M. R. Gregory, J. Haynes, & K. Murris (Eds.), The Routledge International Handbook of Philosophy for Children (pp. 103–110). Routledge.
  • Gaudin, C., & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41–67. https://doi.org/10.1016/j.edurev.2015.06.001
  • Gregory, M. R., Haynes, J., & Murris, K., eds. (2017). The Routledge international handbook of philosophy for children. Routledge. https://doi.org/10.4324/9781315726625
  • Haynes, J., & Murris, K. (2011). The provocation of an epistemological shift in teacher education through philosophy with children. Journal of Philosophy of Education, 45(2), 285–303. https://doi.org/10.1111/j.1467-9752.2011.00799.x
  • Hennessy, S., & Davies, M. (2019). Teacher professional development to support classroom dialogue: Challenges and promises. In N. Mercer, R. Wegerif, & L. Major (Eds.), The Routledge international handbook of research on dialogic education (pp. 238–253). Routledge. https://doi.org/10.4324/9780429441677-21
  • Jackson, T. (1993). 1990–1991 Evaluation report of philosophy for children in Hawaii. Thinking: The Journal of Philosophy for Children, 10(4), 36–43. https://doi.org/10.5840/thinking19931048
  • Jensen, S. S. (2020). The art of facilitating philosophical dialogues from the perspective of teachers. Educational Studies. https://doi.org/10.1080/03055698.2020.1835612
  • Jensen, S. S. (2021). The impact of philosophy with children from the perspective of teachers. Educational Studies, 1–14. https://doi.org/10.1080/03055698.2020.1871323
  • Kennedy, D. (2004). The role of a facilitator in a community of philosophical inquiry. Metaphilosophy, 35(5), 744–765. https://doi.org/10.1111/j.1467-9973.2004.00348.x
  • Lefstein, A. (2008). Changing classroom practice through the English national literacy strategy: A micro-interactional perspective. American Educational Research Journal, 45(3), 701–737. https://doi.org/10.3102/0002831208316256
  • Lindblad, S., & Sandström, F. (2000). Classroom research: An overview focusing on interaction and students. In J. Berg (Ed.), Pedagogy: A textbook for a subject area (pp. 245–278). Hans Reitzels Forlag.
  • Lipman, M., Sharp, A. M., & Oscanyan, F. S. (1980). Philosophy in the classroom. Temple University Press.
  • Matusov, E. (2018). Mapping dialogic pedagogy: Instrumental and non-instrumental education. In A. Rosa, & J. Valsiner (Eds.), The Cambridge handbook of sociocultural psychology (2nd ed., pp. 274–301). Cambridge University Press. https://doi.org/10.1017/9781316662229.016
  • Mercer, N., Hennessy, S., & Warwick, P. (2019). Dialogue, thinking together and digital technology in the classroom: Some educational implications of a continuing line of inquiry. International Journal of Educational Research, 97, 187–199. http://doi.org/10.1016/j.ijer.2017.08.007
  • Naji, S., & Hashim, R., eds. (2017). History, theory and practice of philosophy for children: International perspectives. Routledge.
  • Nystrand, M. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English schoolroom. Teachers College Press.
  • Reznitskaya, A., & Glina, M. (2013). Comparing student experiences with story discussions in dialogic versus traditional settings. The Journal of Educational Research, 106(1), 49–63. https://doi.org/10.1080/00220671.2012.658458
  • Schaffalitzky, C. (2021). Learning to facilitate dialogue: on challenges and teachers’ assessments of their own performance. Educational Studies, 1–18. https://doi.org/10.1080/03055698.2021.2007854
  • Schaffalitzky, C., Jensen, S. S., & Schou-Juul, F. (2021). Children’s experiences of online philosophical dialogues. Childhood & Philosophy, 17, 1–27. https://doi.org/10.12957/childphilo.2021.60940
  • Siddiqui, N., Gorard, S., & See, B. H. (2019). Can programmes like philosophy for children help schools to look beyond academic attainment? Educational Review, 71(2), 146–165. https://doi.org/10.1080/00131911.2017.1400948
  • Smith, J. (2017). Negotiating meaning in classrooms: P4C as an examplar of dialogic pedagogy. In B. Anderson (Ed.), Philosophy for children: Theories and praxis in teacher education (pp. 46–54). Routledge. https://doi.org/10.4324/9781315640310-5
  • Šeďová, K., Šalamounová, Z., Švaříček, R., & Sedláček, M. (2020). Getting dialogic teaching into classrooms: Making change possible. Springer.
  • Topping, K. J., & Trickey, S. (2007). Collaborative philosophical enquiry for school children: Cognitive effects at 10–12 years. British Journal of Educational Psychology, 77(2), 271–288. https://doi.org/10.1348/000709906X105328
  • Trickey, S., & Topping, K. J. (2006). Collaborative philosophical enquiry for school children: Socio-emotional effects at 11 to 12 years. School Psychology International, 27(5), 599–614. https://doi.org/10.1177/0143034306073417
  • Välitalo, R., Juuso, H., & Sutinen, A. (2016). Philosophy for children as an educational practice. Studies in Philosophy and Education, 35(1), 79–92. https://doi.org/10.1007/s11217-015-9471-6
  • Wong, R. (2020). When no one can go to school: Does online learning meet students’ basic learning needs? Interactive Learning Environments, 1–17. http://doi.org/10.1080/10494820.2020.1789672
  • Worley, E., & Worley, P. (2019). Teaching critical thinking and metacognitive skills through philosophical enquiry: A practitioner’s report on experiments in the classroom. Childhood & Philosophy, 15, 1–34. https://doi.org/10.12957/childphilo.2019.46229

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.