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Author Auriac-Slusarczyk, Emmanuèle ♦ Blasco, Mylène ♦ Lebas-Fraczak, Lidia ♦ Ryan, Richard
Source Hyper Articles en Ligne (HAL)
Content type Text
File Format PDF
Language English
Subject Keyword shs ♦ Humanities and Social Sciences/Education
Abstract Abstract: Our research team, which has gradually grown into a multidisciplinary group (Auriac-Slusarczyk, Lebas-Fraczak, Blasco, Daniel, Colletta, Simon, Fiema, Auriel, Henrion, 2012, Blasco & Auriac, 2013, Auriac & Colletta, 2015) has been regularly collecting transcriptions of collaborative philosophical inquiry (CPI) sessions during the last ten years (see More narrowly targeted studies had previously brought out certain factors linked to the positive impact of CPI on pupils’ social and cognitive development (e.g. Auriac, 2007). Our purpose here is to present the salient features emerging from 20 years of research, in order to appraise the utility of introducing CPI in adult training (graduate courses, lifelong learning, education for citizenship, etc.). We emphasize features of CPI that prove richer than they may seem at first sight: syntactic aspects (ordinary but original productions, see Blasco, 2016), pragmatic aspects (specific reasoning mode, see Lebas-Faczak, 2016) and ethical aspects (diversity tolerance, integration of otherness, see Auriac-Slusarczyk, 2015). We comment on some selected corpus excerpts, using tools for the analysis and description of spoken language, that underline how language use in CPI contributes in an original way to linking language and thought. The Philosophemes corpus (Blasco & Auriac-Slusarczyk, 2013, Auriac-Slusarczyk & Colletta, 2015) shows how language is used spontaneously in context. This rich ordinary-language resource, made up of authentic utterances of pupils and teachers, reveals at least four features that deserve further research: (i) syntactic production that structures the way discourse is built, (ii) mutual understanding, facilitated by repetition and the rhythmic effect this produces, (iii) cohesion, strengthened by repetition, which helps to organize the discourse and make it a shared dialogue, and (iv) interaction, whereby the relevance of successive utterances is strengthened as turn-taking proceeds. These features argue for wider knowledge and more extensive use of CPI in adult education, where, like at school, they could facilitate difficult learning paths
ISBN 9788461789894
Educational Use Research
Learning Resource Type Article
Publisher Date 2017-01-16