Abstract
The objective of this study is to model the development of critical thinking in groups of pupils aged 4 to 12 years. A previous study, conducted with groups of pupils aged 9 to 12 years who practiced Philosophy for Children (P4C), proposed a model that shows how critical thinking develops in these age groups. The present empirical study was conducted in three geographical contexts (Quebec, Ontario and France) with 17 classrooms of pupils who had practiced P4C. Based on a qualitative method of analysis that stems from the Grounded Theory, analysis of the 17 transcripts of exchanges resulted in a revised model of the developmental process of critical thinking that is defined by four thinking modes and six epistemological perspectives. Using this revised model, a further analysis of the transcripts illustrated that the development of critical thinking occurred through a process of fading and appropriation/transformation, which is associated with “scaffolding”.
Highlights
The challenges posed by globalization and social and ethical changes in the 21st century require the use of significant conceptual teaching tools to help young generations find the meaning of events, become involved in improving the common good, and co-construct solutions that are better adapted to this new reality
The four thinking modes serve as starting points for the examples; the increasing complexity of each thinking mode is illustrated by the epistemological perspectives
To highlight the difference between the dialogical critical thinking (DCT) model and other traditional models that evolve in stages, and to demonstrate the recursive movement of the developmental process, excerpts from both preschool and elementary school classes are presented for those same thinking modes and epistemological perspectives
Summary
The challenges posed by globalization and social and ethical changes in the 21st century require the use of significant conceptual teaching tools to help young generations find the meaning of events, become involved in improving the common good, and co-construct solutions that are better adapted to this new reality. Several studies have shown the effect of P4C on the development of thinking skills that are said to be complex, and especially skills related to pupils’ logical reasoning (among others: Camhy & Iberer, 1988; Cannon, 1987; Cannon & Weinstein, 1985; Caron, 1990; Gazzard, 1988; Kennedy, 1996; Lane & Lane, 1986), few have focused on understanding the development of critical thinking. This is the objective of the present study. Since the essence of P4C is social, the analysis focuses on the development of class groups and not the development of individuals
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