A Framework for Facilitating Classroom Dialogue

Teaching Philosophy 30 (1):59-84 (2007)
  Copy   BIBTEX

Abstract

Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator—illustrated with suggestive scripts—is to help the participants move their dialogue through the stages of the framework and to model and prompt good social and cognitive dialogue moves within each stage, until the participantslearn to become self-managed.

Other Versions

No versions found

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 101,636

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

Philosophy in Education: Questioning and Dialogue in Schools.Jana Mohr Lone & Michael D. Burroughs - 2015 - Lanham, Maryland: Rowman & Littlefield Publishers. Edited by Michael D. Burroughs.
Critical Thinking in Values Education.Steve Mashalidis - 2001 - Inquiry: Critical Thinking Across the Disciplines 20 (4):5-12.
Critical Thinking in the Pre-College Classroom.Robert Esformes - 1989 - Inquiry: Critical Thinking Across the Disciplines 4 (3):5-5.
Philosophy for Children: Training of Teachers for the Singapore Programme.Tock Keng Lim - 1993 - Analytic Teaching and Philosophical Praxis 14 (2).

Analytics

Added to PP
2011-12-02

Downloads
102 (#208,315)

6 months
13 (#266,408)

Historical graph of downloads
How can I increase my downloads?

Author's Profile

Maughn Rollins Gregory
Montclair State University

References found in this work

No references found.

Add more references