Colloque

The community of philosophical inquiry: a cooperative learning at its most efficient

Ann Margaret Sharp

Membre a labase

Ann Margaret Sharp

Résumé du colloque

There exist different cooperative methods. The common points we can highlight are the following: all methods are centered on the students (not on the teacher nor the program); they give to students the opportunity to become more active in their apprenticeship, that is to make choices and to take decisions; they give to students the opportunity to be in interaction with peers. Many researchers have studied the impacts of these pedagogies on children’s apprenticeship and most of the experimentations (compiled in Sharan, 1980) suggest that the use of cooperative methods - whether they consist in low or total cooperation - have a significant impact on students’ outputs. More particularly, it has been postulated that the methods of cooperation with a firm structure (STAD or TGT) had more impact on the basic cognitive skills, while methods such as Group Investigation had impact on the higher order cognitive skills. Other positive results which were noted: children who work in cooperation gain in self-esteem; they learn to appreciate and to respect their peers; they come to appreciate education more than students who work with traditional pedagogy; and they develop altruistic values. Here I am wondering: could we consider Philosophy for Children - which, on the one hand, is generally recognized as a cooperative approach but which, on the other hand, aims at fostering altruistic values and behaviors on children - as a cooperative method?

Contexte

Section :

Coopération dans la classe

Thème du colloque :

Coopération dans la classe

Hôte : Université du Québec à Montréal

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The community of philosophical inquiry: a cooperative learning at its most efficient

Ann Margaret Sharp