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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.
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]
Copyright of British Journal of Religious Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: On the epistemological features promoted by ‘Philosophy for Children’ and their psychological advantages when incorporated into RE.
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Religious+Education%22">British Journal of Religious Education</searchLink>. Sep2015, Vol. 37 Issue 3, p273-292. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Religious+education%22">Religious education</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+of+knowledge+in+children%22">Theory of knowledge in children</searchLink><br /><searchLink fieldCode="DE" term="%22Child+psychology+research%22">Child psychology research</searchLink><br /><searchLink fieldCode="DE" term="%22Study+%26+teaching%22">Study & teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Social+cohesion%22">Social cohesion</searchLink>
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of British Journal of Religious Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/01416200.2014.937795
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Constructivism (Education)
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      – SubjectFull: Children
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      – SubjectFull: Theory of knowledge in children
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      – SubjectFull: Child psychology research
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            NameFull: Roskam, Isabelle
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            NameFull: Possoz, Cécile
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              M: 09
              Text: Sep2015
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