On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE.
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| Title: | On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE. |
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| Authors: | van der Straten Waillet, Nastasya1 (AUTHOR) nastasya.vanderstraten@uclouvain.be, Roskam, Isabelle1 (AUTHOR), Possoz, Cécile2 (AUTHOR) |
| Source: | British Journal of Religious Education. Sep2015, Vol. 37 Issue 3, p273-292. 20p. |
| Subject Terms: | *Religious education, *Constructivism (Education), *Children, Theory of knowledge in children, Child psychology research, Study & teaching, Social cohesion |
| Abstract: | This article presents the epistemological paradigm in which Philosophy for Children (P4C) is embedded and the personal epistemological positions that are promoted by P4C, in order to address the concern that P4C might induce relativism in pupils. On the basis of theoretical considerations and empirical results, it is shown that P4C does not promote absolutism or relativism, either in its premises or in pupils’ personal epistemology. Rather, this method is related to a socio-constructivist and pragmatic paradigm and it promotes an evaluativist position. The relevance of promoting evaluativism (rather that absolutism or relativism) during RE lessons in pupils is then examined through a psychological perspective. The conclusion is that it is worth integrating P4C in RE because it stimulates an evaluativist perspective that is beneficial in terms of both personal need for meaning and social cohesion. [ABSTRACT FROM PUBLISHER] |
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| Database: | Education Research Complete |
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| Abstract: | This article presents the epistemological paradigm in which Philosophy for Children (P4C) is embedded and the personal epistemological positions that are promoted by P4C, in order to address the concern that P4C might induce relativism in pupils. On the basis of theoretical considerations and empirical results, it is shown that P4C does not promote absolutism or relativism, either in its premises or in pupils’ personal epistemology. Rather, this method is related to a socio-constructivist and pragmatic paradigm and it promotes an evaluativist position. The relevance of promoting evaluativism (rather that absolutism or relativism) during RE lessons in pupils is then examined through a psychological perspective. The conclusion is that it is worth integrating P4C in RE because it stimulates an evaluativist perspective that is beneficial in terms of both personal need for meaning and social cohesion. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 01416200 |
| DOI: | 10.1080/01416200.2014.937795 |
