Teaching the next generation of IL educators: reflection for learning. Lilac ...Pamela McKinney
Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
Teaching the next generation of IL educators: reflection for learning. Lilac ...Pamela McKinney
Presentation by Pam McKinney and Sheila Webber at the LILAC conference 2018 on our action research project using Entwistle’s et al. (2004) Teaching-learning Environments model as a framework for reflective practice, to understand value of reflection in learning to become an IL educator
O estudo teve como objetivo avaliar o uso da Flipped Classroom como metodologia pedagógica na Educação a Distância, exclusivamente em fóruns do LMS Moodle. Os resultados possibilitaram reconhecer os referenciais teóricos da Flipped Classroom e do Inverted Mastery Learning, bem como os princípios que as sustentam: Ambiente Flexível, Cultura de Aprendizagem, Conteúdo Intencional ou Dirigido e Educador Qualificado, e se os mesmos foram empregados no planejamento e estruturação do fórum de discussão abordado nesta pesquisa.
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
Social Media for Advisors: Understand your Audience Understand your PlatformSmarsh
While social media can be a great business tool, it requires an understanding of your audience and their social media preferences. Pairing the right content with the right social network is the key to getting the return on investment that you are looking for.
Learn more in this webinar in our Social Media For Advisors series with Sheri Fitts, President of ShoeFitts Marketing.
Visit our website to discover more information on social media compliance for financial advisors: http://www.smarsh.com/social-media-compliance.
O estudo teve como objetivo avaliar o uso da Flipped Classroom como metodologia pedagógica na Educação a Distância, exclusivamente em fóruns do LMS Moodle. Os resultados possibilitaram reconhecer os referenciais teóricos da Flipped Classroom e do Inverted Mastery Learning, bem como os princípios que as sustentam: Ambiente Flexível, Cultura de Aprendizagem, Conteúdo Intencional ou Dirigido e Educador Qualificado, e se os mesmos foram empregados no planejamento e estruturação do fórum de discussão abordado nesta pesquisa.
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
Defining collaborative learning, identify challenges, and finding solutions to make collaborative learning work in your classroom. Includes tips on creating collaborative learning opportunities in Moodle.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
Social Media for Advisors: Understand your Audience Understand your PlatformSmarsh
While social media can be a great business tool, it requires an understanding of your audience and their social media preferences. Pairing the right content with the right social network is the key to getting the return on investment that you are looking for.
Learn more in this webinar in our Social Media For Advisors series with Sheri Fitts, President of ShoeFitts Marketing.
Visit our website to discover more information on social media compliance for financial advisors: http://www.smarsh.com/social-media-compliance.
A lecture on communication: its role and importance within the context of tourism and tour guiding as a profession. In addition a focus on "building rapport", tips on overcoming anxiety during public speaking and "microphone techniques" is included. This presentation was created to augment the lecture for the students of the College of International Tourism and Hospitality Management (CITHM) of the Lyceum of the Philippines - Cavite Campus for the subject Tour Guiding Services.
The Principles of Effective Communication PowerPointlucyg1234
This is a PowerPoint explaining the different priniples of effective communiction. This PowerPoint covers verbal and non verbal communication, written communication and barriers to effectiove communication and how to reduce these.
17 slides cover the writing of your presentation, focusing on brainstorming tips, organizational skills (purpose statements, main ideas, introductions, conclusions), and suggestions (using examples, statistics, testimonials and outlines) to help you better prepare for your big day. 5 slides on language to get you ready to polish your communicate with your audience. Our comprehensive section of 45 slides on “projecting your ideal image” will stimulate your audience and make them feel at ease. Learn about the body language, posture, positioning, vocal tonality and annunciation; advice on overcoming speech deficiencies and making that perfect first impression. Our 4 slides on confidence will enable you to be in charge of your presentation, and 20 extensive tips on managing anxiety will help you overcome and even prevent it! You will also gain tips and strategies on creating effective and long-lasting PowerPoint presentations (12 slides). Learn to follow the creative rules to follow when putting your PowerPoint and video’s together. In addition, 9 slides fielding questions and answers, dealing with a hostile audience, and utilizing feedback. Lastly, this Public Speaking PowerPoint contains a built-in running Activity that will keep your audience engaged as they consider and complete these thought provoking activities.
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
Keynote 5 - Principles and Pedagogic Concepts in Teacher Education: exploring...Mike Blamires
Keynote 5 - Principles and Pedagogic Concepts in Teacher Education: exploring some TLRP applications - Andrew Pollard and Patti Barber, TLRP, Institute of Education, University of London
Supported Student Success: Communities of Practice in Higher EducationAimee deChambeau
This research tells a story about how students form communities of practice that help them succeed in graduate school. Told within the context of individual and collective experiences, it holds valuable lessons for how student success can be supported across the higher education landscape. Communities of practice can develop spontaneously when individuals involved in a common activity or with a sense of shared identity come together to deal with organizational complexities or establish a forum for continued learning. The practice of becoming an accomplished and successful student who is able to develop scholarly abilities and deepen disciplinary understanding, experience personal growth and achievement, while at the same time maintaining a healthy school-work-life balance is a non-trivial exercise. Membership in a community of practice can help students achieve success as part of the process of navigating this complex journey. Generously informed by the experiences of sustainability education doctoral students, this research used survey responses, anecdote circles, interviews, and grounded theory methods to determine how communities of practice develop among graduate students in support of their success. This presentation asks and answers questions about what communities of practice are, how and why they develop, and what value they can bring to higher education.
Earliest Galaxies in the JADES Origins Field: Luminosity Function and Cosmic ...Sérgio Sacani
We characterize the earliest galaxy population in the JADES Origins Field (JOF), the deepest
imaging field observed with JWST. We make use of the ancillary Hubble optical images (5 filters
spanning 0.4−0.9µm) and novel JWST images with 14 filters spanning 0.8−5µm, including 7 mediumband filters, and reaching total exposure times of up to 46 hours per filter. We combine all our data
at > 2.3µm to construct an ultradeep image, reaching as deep as ≈ 31.4 AB mag in the stack and
30.3-31.0 AB mag (5σ, r = 0.1” circular aperture) in individual filters. We measure photometric
redshifts and use robust selection criteria to identify a sample of eight galaxy candidates at redshifts
z = 11.5 − 15. These objects show compact half-light radii of R1/2 ∼ 50 − 200pc, stellar masses of
M⋆ ∼ 107−108M⊙, and star-formation rates of SFR ∼ 0.1−1 M⊙ yr−1
. Our search finds no candidates
at 15 < z < 20, placing upper limits at these redshifts. We develop a forward modeling approach to
infer the properties of the evolving luminosity function without binning in redshift or luminosity that
marginalizes over the photometric redshift uncertainty of our candidate galaxies and incorporates the
impact of non-detections. We find a z = 12 luminosity function in good agreement with prior results,
and that the luminosity function normalization and UV luminosity density decline by a factor of ∼ 2.5
from z = 12 to z = 14. We discuss the possible implications of our results in the context of theoretical
models for evolution of the dark matter halo mass function.
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
Observation of Io’s Resurfacing via Plume Deposition Using Ground-based Adapt...Sérgio Sacani
Since volcanic activity was first discovered on Io from Voyager images in 1979, changes
on Io’s surface have been monitored from both spacecraft and ground-based telescopes.
Here, we present the highest spatial resolution images of Io ever obtained from a groundbased telescope. These images, acquired by the SHARK-VIS instrument on the Large
Binocular Telescope, show evidence of a major resurfacing event on Io’s trailing hemisphere. When compared to the most recent spacecraft images, the SHARK-VIS images
show that a plume deposit from a powerful eruption at Pillan Patera has covered part
of the long-lived Pele plume deposit. Although this type of resurfacing event may be common on Io, few have been detected due to the rarity of spacecraft visits and the previously low spatial resolution available from Earth-based telescopes. The SHARK-VIS instrument ushers in a new era of high resolution imaging of Io’s surface using adaptive
optics at visible wavelengths.
Multi-source connectivity as the driver of solar wind variability in the heli...Sérgio Sacani
The ambient solar wind that flls the heliosphere originates from multiple
sources in the solar corona and is highly structured. It is often described
as high-speed, relatively homogeneous, plasma streams from coronal
holes and slow-speed, highly variable, streams whose source regions are
under debate. A key goal of ESA/NASA’s Solar Orbiter mission is to identify
solar wind sources and understand what drives the complexity seen in the
heliosphere. By combining magnetic feld modelling and spectroscopic
techniques with high-resolution observations and measurements, we show
that the solar wind variability detected in situ by Solar Orbiter in March
2022 is driven by spatio-temporal changes in the magnetic connectivity to
multiple sources in the solar atmosphere. The magnetic feld footpoints
connected to the spacecraft moved from the boundaries of a coronal hole
to one active region (12961) and then across to another region (12957). This
is refected in the in situ measurements, which show the transition from fast
to highly Alfvénic then to slow solar wind that is disrupted by the arrival of
a coronal mass ejection. Our results describe solar wind variability at 0.5 au
but are applicable to near-Earth observatories.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
2. Critical thinking and
reasoning
• Stimulating youths’ critical thinking
and reasoning is one of modern
societies’ fundamental aims, in order
to allow pupils and students to
become committed and responsible
citizens (UNESCO, 2011).
2
3. Teaching curricula
• Moral and civic instruction (MEN,
2015).
• Teaching the critical thinking
(Daniel & Gagnon, 2011).
3
4. P4C
• Critical thinking as a tool to counter
non-reflective thinking and action
(Lipman, 2003)
• P4C as a means to teach critical
thinking (Lipman, Sharp, &
Oscanyan, 1980; Lipman, 2003).
4
7. Philosophical reasoning
• Linking in the exchanges is
necessary;
• Use of words in different ways:
– Purely referentially;
– To illustrate an idea;
– As a stage to a conceptual basis for
reasoning (Fiema, 2014).
7
9. Philosopheme
• philosophically conclusive piece of
reasoning that delimits a conceptual
field considered as having reached a
sufficient degree of completion.
• shared attempt to advance the
definition of the referent through the
interplay of ideas, and to tend
towards meanings.
• speech acts serve to validate or to
invalidate, to support or to challenge.
9
10. CONSTRUCTION OF
PHILOSOPHÈME
Referent
Concept
Mind’s
object
• REFERENT : the topic from
the beginning of the
discussion
• MIND’S OBJECT: is an
attempt to carry the
discussion forward starting
a shared referent through
new ideas
• CONCEPT : is the result of
the collective construction
of the meaning of a shared
referent through the
production of mind’s
objects
10
15. Research context
• The study took place in France,
where participants were pupils from
primary and secondary school
grouped in 9 group-classes.
• They were aged from 6 to 14 and
had been all experimenting P4C at
least one year.
• Each group-class counted an average
of 25 pupils.
15
16. Data
• Data collection consisted of video
recordings of a one-hour discussion
in each of the 9 group-classes.
• The recordings were integrally
transcribed.
• 19 transcriptions.
16
17. Teachers’ training
• Two training sessions for teachers:
– Presentation of traditional supports of
Lipman;
– Recommendations for managing P4C
workshops.
17
18. Analysis
• We analyzed the transcriptions with
the aim to delimit philosophemes
constructed by pupils.
• This analysis took into consideration
the teachers’ interventions and
workshops animation.
18
20. Teachers’ training
• We found that pupils’ thinking
abilities and their ability to construct
philosophemes, depends on teachers’
running the P4C workshops.
• The analysis of discussions assesses
the necessity to form teachers in
how to run the P4C workshops
before they teach the thinking
abilities to pupils.
20
24. Conclusion
• P4C workshops is meant to stimulate
pupils’ philosophical reasoning and
critical thinking.
• Without a good stimulation from
teachers, pupils are unlikely to have
a fructified and efficient philosophical
reasoning and CT.
24
25. Conclusion
• In conclusion, our results assert that
it is necessary to form teachers in
running the P4C workshops.
• The efforts to implement P4C in the
classrooms are worthwhile, namely if
we want our children to become
critical and committed citizens.
25
27. References
• Daniel, M.-F., & Gagnon, M. (2011). A developmental model of dialogical
critical thinking in groups of pupils aged 4 to 12 years. Creative Education,
2(5), 418–428.
• Fiema, G. (2014). Étude des mouvements de pensée collective lors des
ateliers philosophiques au primaire et au collège. Extraction de
philosophèmes en tant que structures formelles de raisonnement.
Université Blaise Pacal Clermont II.
• Lipman, M. (1995). A l’école de la pensée. Bruxelles: De Boeck Université.
• Lipman, M. (2003). Thinking in Education. Cambridge: Cambridge
University Press.
• Lipman, M. (2008). Renforcer le raisonnement et le jugement par la
philosophie. In C. Leleux (Ed.), La philosophie pour enfants. Le modèle de
Matthew Lipman en discussion. Bruxelles: De Boeck Université.
• Lipman, M., Sharp, A., & Oscanyan, F. (1980). Philosophy in the classroom.
Philadelphia: Temple University Press.
• Nationale, M. de l’Éducation. Programme d’enseignement moral et civique,
Pub. L. No. 12-6-2015 - J.O. du 21-6-2015 (2015). France: Journal Officiel.
• UNESCO. (2011). Réunion régionale de haut niveau sur l’enseignement de
la philosophie en Europe et Amérique du Nord. Milan. 27
28. French educational system
• Major transformations in
educational system France
• Changes in teachers’ education
• Changes in curricula
28
29. Moral and Civic Instruction
• Secondly, the directives for teaching
thinking abilities seem not sufficient
to form CT and philosophical
reasoning. In Moral and Civic
Instruction pupils are further expected
to learn the theoretical knowledge
about moral values than encourage to
think in an autonomous way about
those values.
29
30. Construction of
philosopheme
The philosopheme is constructed around
a concept; it exploits ideas forming a
chain of discursive entities that are
extensions of the starting referent.
The philosopheme comprises
argumentation and abstract reasoning.
It is characterized by lexical shifts,
repeated lexical items and new lexical
items.
30
In this exposé I will present the results from a reaserch conducted in France. In teaching curricula in France, the Moral and Civic Instruction (MEN, 2015), is considered as one of major curriculum that aims at fostering/rising the critical thinking (CT) of the pupils (Daniel & Gagnon, 2011).
Here, I use the definition of critical thinking of Daniel and Gagnon, which considers four thinking abilities; logical thinking, creative thinking, responsibe thinking and metacognitive thinking as components of critical thinking.
According to Lipman, CT is a tool to counter non-reflective thinking and action, as well as a tool to select the most relevant information with regard to the objective pursued (Lipman, 2003). Critical thinking is taught during P4C workshops and so one of objectives of P4C is to stimulate in youth a complex or critical thinking as early as possible in order to improve the quality of individual and social experience (Lipman, Sharp, & Oscanyan, 1980; Lipman, 2003).
Most of the research on CPI has studied the impact of this type of discussion on critical thinking, and on the skills assumed to be required for this type of activity, such as decentring, argumentation, conceptualisation, abstraction and creativity (Auriac-Peyronnet & Daniel, 2002; Daniel, 2005; Tozzi, 2007;
Auriac-Slusarczyk & Daniel, 2009; Auriac, 2007).
In recent years, research has shifted its focus away from testing towards an analysis of the productions obtained through CPI. Through case studies, researchers have sought to explicitate the process by which reflexivity develops (Tozzi, 2007), and more generally to characterise the thought movements that are specific to the philosophical nature of the discussions held (Cappeau & Auriac-slusarczyk, 2013; Daniel & Auriac, 2011).
In Fiema (2014), we established that P4C workshops develop children’s philosophical reasoning. Our approach to reasoning requires parenthesis. Like Lipman, we are interested in reasonableness. For Lipman, the term reasonableness supersedes that of reasoning (Lipman, 1995,
2005). The main concern for Lipman, and for those following him, was to emphasise the dynamics of reasoning, i.e. the activity at the core of reasoning, rather than the result.
Reasonableness denotes the process at work that links reasoning to argumentation, in the sense that the process tends towards meaning (Lipman, 2005). It is this tension, this thought movement, that is important, as in François (1980).
For reasoning to be brought into play, neither a strong interest in the subject concerned nor a smooth flow of dialogue is sufficient (François, 1980). There can be a confrontation on a shared theme supported by a discourse or by experience, but the interlocutors may remain parallel and never meet. A qualitative degree of linking in the exchanges is necessary. Repeats, rewording and additions to a thematic series of aspects or viewpoints are a minimal condition without which no philosophical argument is possible. The interlocutor’s discourse must be integrated in the speaker’s.
All discourse is bounded – in particular through the constraints of the institutional setting and the context of interaction (Vion, 1992) – in referential fields: we talk of or about something. Words can be used (i) purely referentially, to illustrate an idea or (iv) as a conceptual basis for reasoning. The shift in use of a word through these different levels –referent, idea and concept – proceeds through successive stages. This conceptual framework was tested on 19 CPIs (Fiema, 2014).
Recent research (Fiema, 2014) shows that the children’s reasoning during the P4C activity is specific and is termed philosophemes which isn’t a new term. We borrowed it form Aristotle. In our research, philosophemes are specific in their collaborative and collective construction. In P4C workshops, the collective philosophical reasoning, as a cognitive process, can be constructed in different ways.
This type of conversational context is conducive to the emergence of thought movements and reasoning patterns characteristic of CPI. Surprising though this may seem, the age of the pupils is not an important consideration from our point of view. Pupils can make use of the CPI to deploy their reasoning irrespective of their level of educational attainment.
A philosopheme is a philosophically conclusive piece of reasoning that delimits a conceptual field considered as having reached a sufficient degree of completion.
It is characterized by a shared attempt to advance the definition of the shared referent through the interplay of ideas, and to tend towards meaning. Thus the speech acts that occur, in addition to their informative purpose, serve to validate or to invalidate, to support or to challenge.
The philosopheme is constructed around a concept; it exploits ideas forming a chain of discursive entities that are extensions of the starting referent.
The philosopheme comprises argumentation and abstract reasoning. It is characterized by lexical shifts, repeated lexical items and new lexical items.
The construction of philosopheme can be schematized as follow: REFERENT is the representation of an experience, something in the world that is referred to by a linguistic sign. A referent can refer to different representations. These representations will be brought together during the interlocution. A referent arises from explicit sharing ideas (repeat or synonym), which sets, over a certain number of speaking turns, the referential basis for the collectively produced discourse.
The most often the referent is contained in the subject of discussion :
Example: What is the point of sharing?
MIND’S OBJECT is an attempt to carry the discussion forward starting from a shared referent. The ideas that are produced will form the material from
which the referent will give rise to a concept.
Example: Sharing makes happy
The mind’s object is taken up several times in the discussion and validated or invalidated by the interlocutors and can became a stage to create a concept.
CONCEPT is the result of the collective construction of the meaning of a shared referent through the production of mind’s objects.
Example: Sharing = lending
Those ingredients are the basis of every philosophical reasoning but the way they occur are different and we observe four main types of philosophemes: conceptual, assimilative, cumulative and embedded. Each of them could be accomplished (contains a concept) or not accomplished (without a concept). The teacher has a core role in philosophemes’ construction: they can influence which philosophemes’ type are constructed.
Cumultative philosopheme is constucted by ideas’ or mind objects’ accumulation which might be synthetized at the end. The construction is build by lexical shifts, repetitions, personal exemples.
The cumulative philosopheme come after more often after a specific question of teacher, the more often its : can you give the personal exemple.
In yellow, the succession of mind objects
On the right, the stages for concept construction.
Le Philosophème cumulatif : ce philosophème se construit par une accumulation d’idées qui aboutissent parfois à une synthèse conceptuelle.
Ce philosophème est composé d’un empilement d’idées pour définir le référent sans aboutir à un concept. La construction est toujours constituée
de reprises, de glissements lexicaux, de renouvellements du lexique et aussi de répétitions avec des apports personnels. Il faut un ajustement
lexical et conceptuel pour parler d'accumulation collective, une simple répétition sans ajout personnel n’y contribue pas.
To teach CT and philosophical reasoning to pupils, teachers need to think critically and to be able to have a philosophical reasoning and detect it while pupils discussing.
19 transcriptions
It may seem inconceivable but in France, teachers can run P4C workshops without any training.
The teachers who run the CPI had undergone training in the principles of regulation of a CPI. This training was in two phases.
In the first phase, the traditional supports of Lipman (1995) used to elicit philosophical issues from the pupils themselves were presented.
In the second phase, recommendations for managing discussions in the CPI were produced, such as favoring curiosity, looking more closely at conceptually loaded words, reword if possible, making sure not to thwart discussion, making three mini-recaps during the discussion, and not being judgemental. In practice, the teacher, upstream of each CPI, set in place a session devoted to the production by the pupils of several philosophical questions (generally at least one per pupil) using children’s books as a support and to trigger questioning. At the end of the session, a question was chosen democratically by the class (e.g. Why are there poor people? What is a leader for? Why do people quarrel? Is it good to make fun? What is the point of sharing?).
We analyzed the verbatim with the aim to delimit philosophemes constructed by pupils with the method and indication that I discribed.
This analysis took into consideration the teachers’ interventions and workshops animation.
For example, the cumulative philosopheme is the one that develop the less pupils’ CT. Its’ construction by the group-class depends on teachers’ animation and the questions they ask.
Données : 10 DVP du niveau collège : Amour, Capitaine, Courage, Apparence, Handicap, Beauté, Critique, Conflits, Règles, Intelligence Animale. Nous avons créé les échantillons suivants :
Échantillon 1 : Les DVP Amour, Capitaine, Courage animées par les deux mêmes enseignantes, la CPE et l’infirmière du collège ;
Échantillon 2 : Les DVP Apparence et Handicap animées par la professeure de français ;
Échantillon 3 : Les DVP Beauté et Critique animées par la professeure de SVT et l’infirmière du collège ;
Échantillon 4 : Les DVP Conflits et Règles animées par la professeure de français et la professeure documentaliste ;
Échantillon 5 : La DVP Intelligence Animale animée par la professeure documentaliste.
Nous avons comptabilisé le nombre de philosophèmes produits à l’heure dans ces 5 échantillons.
P4C workshops is meant to stimulate pupils’ philosophical reasoning and critical thinking.
Without a good stimulation from teachers, pupils are unlikely to have a fructified and efficient philosophical reasoning and CT.
Exemple of group that whished stop the workshops, one of reasons was the bad animation.
In that trend, for a couple of years, French education system has been deeply changing. Since 2008, the candidates to become a teacher in primary, secondary and high school need a master degree instead of a bachelor.
Depuis quelques années des transformations majeures dans l’éducation en France s’opèrent. Changement de formation pour les futurs enseignants : désormais il faut un diplôme de master, 5 années d’études universitaires pour pouvoir accéder au concours de recrutement des professeurs alors qu’avant 2008 il suffisait d’avoir une licence = baccalauréat.
Changements dans les programmes d’enseignement réguliers depuis 2005.
The philosopheme is a collective discursive construction that corresponds to a process that can translate “highs” and “lows” in the reasoning. A “high” is when a philosopheme is in action, and brings out ideas and conceptualisation. A “low” is when the philosophical reasoning comes to an end.
Unbalance
Le Philosophème assimilatif : c'est un philosophème qui apparaît suite à un déséquilibre (après une question provocatrice de l’animatrice ou une
idée perturbatrice d’un élève par exemple) ; est une tentative de rééquilibrage. Les enfants captent le déséquilibre pour tenter de rééquilibrer
et d’assimiler la cassure. Par exemple, après avoir construit une définition communément acceptée du référent de départ, l’animatrice pose une
question ou donne un exemple qui invalide cette définition. Les élèves doivent redéfinir le référent invalidé.