文章基本信息

标题：Mind Mapping and Philosophy in Junior High School: A Comparative Study of Initial Philosophical Writing in Classes of 8th Grade Pupils Used and Unused to Philosophically Directed Discussion
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作者：Emmanuèle Auriac-Slusarczyk ; Bernard Slusarczyk ; Cathy Thebault 等
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：2018
卷号：09
期号：09
页码：1312-1331
DOI：10.4236/ce.2018.99098
语种：English
出版社：Scientific Research Publishing
摘要：This study compares the written production of 8th grade junior high school pupils in two conditions. Four experimental classes used to philosophically directed discussion (PDD) in the classroom were asked, as part of a teaching program ( Philo & Carto ), to implicitly link pictorial items in selected cultural heritage artworks (Brueghel, Niki de St Phalle, Magritte, etc . ) to their ideas discussed collectively in philosophical discussions. The pupils in three control classes, with no prior experience of philosophical discussions, were shown the same artworks and asked for their impressions in art classes. We compared how philosophy entered written communication in the two conditions. By sorting the types of rough notes (outlines of ideas) produced by the pupils into seven categories using an inductive approach, we found that the PDD classes produced more conceptual and better organized rough notes than the controls , that distanced themselves less from the artwork and so produced conceptually poorer notes. These findings argue for formalizing the theoretical and practical basis of the Philo & Carto teaching program. Our conclusion discusses the limitations of the study and suggests some further research directions.
关键词：Childhood;Philosophical Dialogue;Writing at School;Creativity;Mapping;Teaching Program