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Journal articles on the topic 'Philosophical skills'
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Marcus, Russell. "Scaffolding for Fine Philosophical Skills." American Association of Philosophy Teachers Studies in Pedagogy 5 (2019): 34–67. http://dx.doi.org/10.5840/aaptstudies201912642.
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Philosophy students often struggle to master the complex skills needed to succeed in their work, especially in writing thesis-driven essays. Research over the past forty years on instructional scaffolding, both generally and as applied in philosophy, has helped teachers to refine both instruction and assignment design to improve students’ performance on complex philosophical tasks. This essay reviews the fundamentals of scaffolding in order to motivate and support some innovative in-class exercises and writing assignments that can help students develop even finer-grained skills. These skills are useful both intrinsically and for their transfer to longer-form essays, to other philosophical work, and to the general academic and intellectual development of our students.
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Bridges, David. "Transferable skills: A philosophical perspective." Studies in Higher Education 18, no. 1 (1993): 43–51. http://dx.doi.org/10.1080/03075079312331382448.
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Stanley V. Kleppinger. "Practical and Philosophical Reflections Regarding Aural Skills Assessment." Indiana Theory Review 33, no. 1-2 (2017): 153. http://dx.doi.org/10.2979/inditheorevi.33.1-2.06.
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Pecheransky, I. P. "Report «FUTURE WORK SKILLS 2020» lifelong education goals (philosophical-pedagogical notes)." Lifelong education: the XXI century 13, no. 1 (2016): 14–22. http://dx.doi.org/10.15393/j5.art.2016.3046.
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Worley, Emma, and Peter Worley. "teaching critical thinking and metacognitive skills through philosophical enquiry. A practitioner's report on experiments in the classroom." childhood & philosophy 15 (December 30, 2019): 01–34. http://dx.doi.org/10.12957/childphilo.2019.46229.
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Although expert consensus states that critical thinking (CT) is essential to enquiry, it doesn’t necessarily follow that by practicing enquiry children are developing CT skills. Philosophy with children programmes around the world aim to develop CT dispositions and skills through a community of enquiry, and this study compared the impact of the explicit teaching of CT skills during an enquiry, to The Philosophy Foundation's philosophical enquiry (PhiE) method alone (which had no explicit teaching of CT skills). Philosophy with children is also said to improve metacognitive (MC) skills but there is little research into this claim. Following observable problems with ensuring genuine metacognition was happening in PhiE sessions - on a reasonably strong understanding of what metacognition is – a method has been developed and trialed in this study to bring together, in mutual support, the development of critical thinking and metacognitive skills. Based on the work of Peter Worley and Ellen Fridland (KCL)The Philosophy Foundation ran an experimental study with King's College London in Autumn 2017 and Autumn 2018 to compare the impact of teaching CT skills and MC skills against classes which just have philosophical enquiry. The approach developed and used for the study employs the explicit teaching of some CT and MC skills within the context of a philosophical enquiry (as opposed to stand-alone teaching of these skills) and yields some positive findings both qualitative and quantitative. Both studies took place over one term (12 weeks) and a control and intervention group were used in each study. This report focuses on the second year of the study, with 220 ten and eleven-year-old children involved in eight classes across three state schools in South East London. Although there were limitations to the study the results indicate that the explicit teaching of these skills during a philosophical enquiry can help children use CT and MC skills more successfully than philosophical enquiry alone.
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Matviienko, I. S. "МИСТЕЦТВО МИСЛИТИ ЛОГІЧНО ТА ОСОБЛИВОСТІ ФІЛОСОФСЬКОЇ АРГУМЕНТАЦІЇ". HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 12, № 1 (2021): 112–18. http://dx.doi.org/10.31548/hspedagog2021.01.112.
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Argumentation, as an assemblage of proofs in defense of the stated positions is always present in philosophical dispute, and the extent to which you are conclusive in this dispute depends on your skills of argumentation. That is why this article is devoted to the examination of philosophical argumentation and its use of formal logics.
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Turner, Stephen. "Philosophical Argument and Wicked Problems." Philosophy of the Social Sciences 48, no. 1 (2017): 71–79. http://dx.doi.org/10.1177/0048393117740842.
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This comment on Frodeman and Briggle’s Socrates Tenured raises questions about the project of applying philosophy or philosophical skills to wicked problems such as terrorism. By definition, these problems cannot be solved by appeal to principles, but involve conflicting values and goals. The societal problems to which the book refers are of this kind. The argument of the book vacillates between recognizing this and asserting some sort of special disciplinary authority for philosophy in the face of these problems. Examples illustrate the dilemma.
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Melikyan, Lilit. "Philosophical Foundations of Second Language Acquisition." WISDOM 1, no. 6 (2016): 125. http://dx.doi.org/10.24234/wisdom.v1i6.72.
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The following article attempts at shedding light on the role of metacognitive practices in second language acquisition, in particular, the role of critical thinking skills as a boosting factor for the language learning process. The article suggests using some psychological-methodological mechanisms that aim at promoting critical thinking in language learning thus attaching worth attention to the role of metacognitive practices in the field.
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Lu, Chunxia, and Rosukhon Swatevacharkul. "An Analysis of Critical Thinking from the Philosophical, Reflective, Cognitive and Cultural Perspective." English Language and Literature Studies 10, no. 4 (2020): 70. http://dx.doi.org/10.5539/ells.v10n4p70.
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In English as a foreign language context, to cultivate language learners’ critical thinking skills has become a part of the education goal. In China, great efforts have been made in order to increase Chinese college students’ critical thinking skills, but their critical thinking skills are not satisfying. As to the reasons, lack of sufficient and comprehensive understanding of critical thinking skills is supposed to be one of the reasons. Thus, this paper proposed to analyze critical thinking skills from the philosophical, reflective, cognitive, cultural perspectives hopefully to enhance understanding of critical thinking skills in Chinese EFL context.
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Tillmanns, Maria. "Does Developing Moral Thinking Skills Lead to Moral Action?" International Journal of Philosophical Practice 7, no. 1 (2021): 104–11. http://dx.doi.org/10.5840/ijpp2021718.
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This paper explores the relationship between thinking and acting morally. Can we transfer critical thinking skills to real life situations? Philosophical practice with clients as well as with school children creates a context for not only being a critical and reflective thinker but also a self -critical thinker and self -reflective thinker. In his book On Dialogue, David Bohm explores the notion of proprioception of thinking; focusing on thinking as a movement. The tacit, concrete process of thinking informs our actions in a way that rational thinking by itself cannot. We can try to impose rational thinking on our tacit, concrete process of thinking but knowing how to be just abstractly, for example, does not necessarily make us act justly in the moment. Philosophical practice puts us in touch with our own tacit, concrete process of thinking. Through dialogue (Bohm, Buber) we become more than skilled rational thinkers ; we become skilled thinking beings.
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Nozanin, Yusupova. "Comments On The Art Of Utkir Hashimov’s “Inscriptions In The Notebook Frame”." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 375–79. http://dx.doi.org/10.37547/tajssei/volume03issue04-57.
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This article examines Utkir Hoshimov’s “Inscriptions in the Frame of the Notebook” in terms of form and content, the balance of man, society, time and space, the interdependence, and the philosophical issues raised by the author. The main idea of the work, the author’s wording skills, the artist’s emotions, and the role of writing in society were analyzed. There are also comments on the author’s individual artistic skills, his unique methods of artistic interpretation of social realities and the assignment of philosophical meaning to them.
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Synytsia, Andrii. "Bernard Bolzano’s philosophical conception of education from a modern standpoint." Journal of Education Culture and Society 12, no. 1 (2021): 32–44. http://dx.doi.org/10.15503/jecs2021.1.32.44.
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Aim. The aim of the article is to analyse Bernard Bolzano’s philosophico-educational approach, given the importance of his pedagogical legacy for further progress in the field of education and training. Methods. The research uses methods of historico-philosophical reconstruction (to determine the foundations and features of Bolzano’s pedagogico-philosophical work), interpretation (to characterise the still relevant ideas of the thinker in the field of education) and critical analysis (to assess the significance of Bolzano’s legacy from the standpoint of modern educational theory and to point out what remained out of the researchers’ attention). Results. The study showed that Bolzano’s pedagogical ideas were not only in demand in the context of European culture of the early XIX century, but also proved relevant today, especially given the need for harmonious personal development, finding sources of intrinsic motivation in students and improving their logical thinking skills, the importance of the spiritual qualities of the teacher and – in general – the assistance of the state in the direction of the progress of education as the most effective means of qualitative change in society. Conclusion. Bernardo Bolzano’s philosophical conception of education was strongly influenced by religion, the ideas of the late Enlightenment and the late Josefinist. This conception was an integral part of his socio-political theory. Bolzano attached great importance to the study of philosophy and the acquisition of logical skills in education. He considered writing textbooks to be one of the cornerstones of the educational process. This made it possible to intensify communication between teachers and students, to gradually involve everyone in education, and thus to promote social progress in general.
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Nicholls, Claire D. "Innovating the Craft of Phenomenological Research Methods Through Mindfulness." Methodological Innovations 12, no. 2 (2019): 205979911984097. http://dx.doi.org/10.1177/2059799119840977.
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To conduct qualitative social research requires not only a declarative knowledge of the research methods and methodology, but also a set of honed practical, applied skills. For beginning researchers, particularly those undertaking phenomenological research, the skills of bracketing, the phenomenological reductions and having an awareness of one’s positionality or relationship to their chosen research methods, participants and contexts is of significant importance. More generally, these skills are also required in other qualitative research disciplines under the guise of reflexivity or critical reflective practice. Regardless, these are notoriously slippery and require more than prior reading to translate from theory and philosophy into practice. There is literature which also identifies and highlights the disparity between theory, skill development and practice; however, these practicalities of how one can bracket or bridle and undertake reductions require further elaboration and guidance for how researchers can develop these applied skills of research. In this article, I propose and demonstrate that the therapeutic tradition of mindfulness as specifically practised in dialectical behaviour therapy can be used to de-mystify the practices of reflexivity and work specifically within the tradition of phenomenological reduction and bracketing. I also assert that this innovation can provide a practical tool to craft qualitative and phenomenological research and make achievable the original philosophical ideas which underpin phenomenological research. I begin by focusing on the theory of bracketing and reduction from the philosophic tradition of phenomenology as a framework for research methodology and methods, and then introduce the practical skill of mindfulness as prescribed in dialectical behaviour therapy as an innovation which can assist the researcher in developing these skills. I finish by illustrating the usefulness of mindfulness in undertaking phenomenological research drawing on examples from a current research project.
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Gutiérrez Luna, Víctor Hugo, and Juan Reyes Juárez. "¿Hay realmente inteligencia animal? Una revisión filosófica." Sincronía XXV, no. 80 (2021): 225–47. http://dx.doi.org/10.32870/sincronia.axxv.n80.11b21.
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In the context of philosophical research on animal intelligence, there are different traditions that deny that nonhuman animals are intelligent. In this article we mention some of these traditions, such as Cartesian mechanism and behaviorism. However, we will focus our attention on the proposals of the analytical philosophers John McDowell and Donald Davidson as representative of this philosophical tradition. His main idea is that by not having a language like that of human beings, the rest of the animals cannot be rational and, therefore, not intelligent either. Our position is that such an analytical tradition flatly ignores the scientific and philosophical evidence against it. We will give some relevant data in favor of animal intelligence. In addition, we will give an account of a trend that is manifested with increasing force among ethologists according to which there is a continuity between animal and human intelligence, considering the latter as the result of an evolutionary process and, therefore, as a result of a series of skills acquired by different species at some point in their formation.
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Senkāne, Olga. "Implied Author in Philosophical Novels." Respectus Philologicus 26, no. 31 (2014): 13–26. http://dx.doi.org/10.15388/respectus.2014.26.31.1.
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The present article falls within a number of papers about research on specification of philosophical novels. The aim of this article is to analyze author’s function as a narrative category in classical philosophical novels (Franz Kafka "The Trial" (1925) ”The Castle”(1926), Jean-Paul Sartre "Nausea" (1938), Hermann Hesse "The Glass Bead Game" (1943), Albert Camus ”The Plague” (1947)) and a novel of Latvian prose writer Ilze Šķipsna „Neapsolītās zemes” [Un-Promised Lands](1970)). The analysis is based on theoretical ideas of structural narratologists Gerard Genette, William Labov, Seymuor Chatman, Wolf Schmid, as well as philosophers Edmund Husserl, Jean-Paul Sartre, Paul Ricouer and semioticians Yuri Lotman (Юрий Лотман) and Umberto Eco.The real author can ”enter” the text only indirectly—as an image, with the help of the storyteller, and the way how this ”entry” happens is determined by the narration of the real author or narrative (communication) skills of the author. Thus, the author and implied author are functionally different concepts: author as a real person develops the concept idea, his intention is to define the concept under his original vision; narrator, in its turn, communicates with the reader, representing the concept, and his aim is to select appropriate means of communication with regard to reader’s perceptual abilities.
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Mamali, Evi, and Simos Papadopoulos. "Study on the synergy of Theatre Pedagogy and Philosophy for Children: A multi-disciplinary approach." Epistēmēs Metron Logos, no. 6 (August 22, 2021): 14. http://dx.doi.org/10.12681/eml.27614.
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This study explores the reasons why theatre pedagogy as practiced through drama inquiry is highly compatible with philosophical inquiry as practiced in a community of inquiry. After clarifying the way in which theatre and philosophy can be practiced in an educational context, common elements of drama and philosophical inquiry are examined in terms of epistemology and method. As it is suggested that a number of skills and attitudes can be traced in both drama and philosophical inquiry, there follows an elaborated presentation of such points of relevance. The study concludes that a synergy of drama and philosophical inquiry may not only be feasible but also highly productive as there are common aims and principles which provide a basis for applying effectively a model of philosophical inquiry assisted by drama inquiry.
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Wise, PhD, CTRS, James B. "Calling professionals to action." American Journal of Recreation Therapy 15, no. 3 (2017): 6. http://dx.doi.org/10.5055/ajrt.2016.0106.
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Professionals who advocate for cleaving the present therapeutic recreation practice along philosophical lines are called to step forward and lead preparations for the separation. The primary and most crucial task facing each group of advocates is developing a philosophical foundation. A foundation is critical because it guides every aspect of a practice including the identification of requisite knowledge, skills and abilities to excel as practitioners, and determination of the profession’s name and practitioners’ title. Developing philosophical foundations for the two desired practices and completing the concomitant tasks ensures the formation of viable practices that can benefit everyone.
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Geelan, David. "Physical Science Teacher Skills in a Conceptual Explanation." Education Sciences 10, no. 1 (2020): 23. http://dx.doi.org/10.3390/educsci10010023.
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There is a long history of philosophical inquiry into the concept of explanation in science, and this work has some implications for the ways in which science teachers, particularly in the physical sciences (physics and chemistry), explain ideas to students. Recent work has outlined a constructivist approach to developing, delivering, and refining explanations focused on enhancing student’s understanding of the powerful concepts of science. This paper reviews the history of concepts of explanation in science and in science teaching, and reports research findings that describe some ways in which science teachers have been observed to explain ideas in Year 11 Physics classrooms in Australia and Canada.
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Al Faris, Fitri. "KURIKULUM 2013 DALAM PERSPEKTIF FILSAFAT PENDIDIKAN PROGRESSIVISME." Jurnal Filsafat 25, no. 2 (2016): 316. http://dx.doi.org/10.22146/jf.12687.
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The educational curriculum in Indonesia has grown recent times but the philosophical foundation used rarely explored. The philosophical foundation used became an interesting thing. Through the clear philosophical foundation, direction and purpose of education became clear too. This study found that the nature of the educational curriculum 2013 were increasing changes base towards attitudes, knowledge and skills of the learners themselves in order to create a good character education. The goal to be achieved through the curriculum 2013 were producing creative and innovative generations to minimize poverty, ignorance and backwardness civilization. It has an eclectic incorporative philosophical foundation which means taking elements from education philosophy ideologies integrated with the national educational system. Progressivism as one of the schools of philosophy of education has a dominant part in the curriculum 2013 proved through the education system that is much focused to the students as the subjects of education, the teacher as a facilitator and the integrated lessons in one unit. The curriculum 2013 shows that the students must be taught in accordance with the developmental era. It will prevent producing obsolete generations. There are three main competencies of the students should be assessed as a whole things (attitudes, knowledge and skills).
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Zaylalova, V. R., and I. I. Zaylalov. "Philosophical methods in formation of skills in students of technical university in science." Oil and Gas Business, no. 6 (December 2013): 470–79. http://dx.doi.org/10.17122/ogbus-2013-6-470-479.
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O'Leary, Maura, and Richard Stockwell. "Skills-Based Grading: A novel approach to teaching formal semantics." Proceedings of the Linguistic Society of America 6, no. 1 (2021): 869. http://dx.doi.org/10.3765/plsa.v6i1.5025.
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This paper reports an implementation of ‘Skills-Based Grading’ (SBG) in a formal semantics course. In traditional grading, every part of every assignment contributes to the final grade. Students are required to progress along a uniform timeline, with partial credit as a safety net. In SBG, by contrast, the course is composed of skills. Students are given multiple opportunities to demonstrate mastery in each skill, but full proficiency is required to gain credit. Zuraw et al. (2019) pioneered the use of SBG in linguistics for phonetics and phonology. SBG is known to work well for skills that require algorithmic approaches to arrive at inarguably correct answers. In applying SBG to semantics, we show that it is just as effective for more abstract and philosophical skills. Based on survey and grade data, we substantiate claims that SBG improves student learning, encourages more effective study, lowers student stress, and achieves more equitable outcomes. Since this paper reports our first use of SBG, we conclude with some reflections on improvements for the future.
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Tanto, Octavian Dwi, Hapidin Hapidin, and Asep Supena. "Keterampilan Sosial Pengrajin Tatah Sungging Cilik Kepuhsari." Proceedings of the ICECRS 2, no. 1 (2019): 83. http://dx.doi.org/10.21070/picecrs.v2i1.2405.
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This study aims to describe the findings social skills about The little craftsman of tatah sungging in Kepuhsari, Wonogiri. Those things observed; 1) description founds mony forms social skills about The little craftsman of tatah sungging in Kepuhsari, 2) description founds on the process of the forms social skills about The little craftsman of tatah sungging in Kepuhsari, and 3) description of supporting factors for the form about social skills of The little craftsman of tatah sungging in Kepuhsari. The subjects of this study were early childhood in the Kepuhsari region who were skilled in making tatah sungging works. This research is a qualitative research with an ethnographic approach. The results of this study indicate that the involvement of the litte craftsman on making tatah sungging works reflects their social skills such as the ability to work together, empathize, and communicate that is formed through exemplary and encouragement to produce precise work. It was also found that there were supporting factors such as philosophical values and perceptions of the Kepuhsari community towards tatah sungging art which stimulated the formation of social skills of the litte craftsman on the region.
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Rahayu Nita, Fatma, and Oikurema Purwati. "Revealing the Philosophical Foundation in English Textbook for Vocational School Students Grade X and Curriculum 2013." VELES Voices of English Language Education Society 5, no. 1 (2021): 27–35. http://dx.doi.org/10.29408/veles.v5i1.3036.
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Both philosophy and curriculum are a crucial part of education. Philosophy becomes a very important foundation of the curriculum since it affects the objectives of learning and content, as well as the structure of the curriculum (Ornstein & Hunkins, 2018). Thus, philosophy is included in the three aspects of curriculum development. It also aims to determine the process of teaching and learning. Therefore, this study attempts to reveal the philosophical foundation employed in the textbook and its relation to curriculum 2013. This study was based on the inferential content analysis, so the object was an English textbook under the title ‘Forward an English Course for Vocational School Students Grade X’. It applied linguistics and communication construct analysis to make an inference. Then, it recorded and categorized the data. The inferences were examined through attribution analysis. The results found there were ten points related to the content and the structure of the textbooks. It also revealed the philosophical foundations employed in the textbook, for instance, essentialism, perennialism, humanism, existentialism, social reconstruction, and progressivism. These philosophical foundations are in line with the philosophical foundations implied in curriculum 2013. Finally, both English textbooks for vocational students and curriculum 2013 more concerned with the student’s character and skills. The skills that should be developed to engage with this 21st century such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.
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Semеnova, M. "CREATIVITY ANALYSIS OF GENIUS." National Association of Scientists 1, no. 32(59) (2020): 29–32. http://dx.doi.org/10.31618/nas.2413-5291.2020.1.59.290.
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The most significant approaches to the definition and study of the creative process and inspiration are considered. It considers both applied aspects aimed at teaching creative skills and theoretical and philosophical views on the nature of creativity and inspiration
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Konoplyanik, Alexandra A., and Taisiya R. Kondratyeva. "Philosophical Practice in the Contemporary World." Ethical Thought 21, no. 1 (2021): 148–62. http://dx.doi.org/10.21146/2074-4870-2021-21-1-148-162.
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In traditional academic sense practical philosophy is the combination of those philosophical disciplines which study the practical manifestations of human life, such as ethics and political philosophy. So “practice” in this context is not so much the way of doing philosophy, but rather its object of interest. Thus different subject-specific and applied philosophies are frequently referenced as areas of practical philosophy, though might as well develop in purely academic context. However, there exists another increasingly visible interpretation of practical philosophy, often also referred to as philosophical practice, which involves the use of philosophical tools and insights for philosophical work outside of academia. The best established forms of philosophical practice are individual philosophical counselling/consultancy, philosophy for children, community philosophy/philosophical cafe, philosophy for business. The core (but not strict) common denominator for all these formats is the joint philosophical work of a professional philosopher with non-philosophers. This work may be perceived of intrinsic value or goal-oriented, including making sense of oneself and the world, personal development, developing thinking and metacognitive skills, solving particular conceptually rich problems, including ethical dilemmas. These formats have been developed and formalised to differing extent in different countries and regions. The goal of the present paper is to introduce the Russian-speaking reader to philosophical practice as a contemporary manifestation of practical philosophy and give a short analytical overview of its key formats in the contemporary world, incl. in Russia.
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Lewis, Lizzie, and Chris Rowley. "Issues arising in the use of philosophical enquiry with children to develop thinking skills." Education 3-13 30, no. 2 (2002): 52–55. http://dx.doi.org/10.1080/03004270285200241.
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Elliott, Karen, and Mark Francis. "A Two-Year BSc(Hons) in Occupational Therapy: Preparing Graduates for a Demanding Profession through an Accelerated Degree." British Journal of Occupational Therapy 61, no. 6 (1998): 253–56. http://dx.doi.org/10.1177/030802269806100604.
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The expectations, skills and demands of graduate students undertaking an undergraduate programme in occupational therapy form a unique challenge for curriculum design. Through a sound philosophical base, the emerging professional is encouraged to use existing study skills, develop professional characteristics and adapt to the ever-changing climate within occupational therapy. This article presents the issues facing a team in the development, delivery and continuous evaluation of a unique learning experience for graduates undertaking a degree in occupational therapy.
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Ramlan, Ramlan. "The Effectiveness of Implementation of the MGMP Revitalization Program as a Media Increasing English Teacher Competency in Pidie District." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (2020): 95–103. http://dx.doi.org/10.33258/birci.v3i1.665.
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This research was conducted to determine the effectiveness of the revitalization program for Musyawarah Guru Mata Pelajaran Teacher's Deliberation of Course of Study (MGMP) as a medium to improve English teacher competency. The objectives of this study are (1) Analyzing the reaction of each participant to the English Subject Teacher Consultation activity in Pidie District. (2) Explain knowledge and skills regarding the theoretical and philosophical foundations of English subjects after participating in the English Subject Teacher Consultation activities in the Pidie District. (3) Analyze the motivation of each participant in the English Subject Teacher Meeting to transfer knowledge and skills into the English learning process. (4) Analyzing the impact of the activities of the English Subject Teachers Conference on the development of English teacher competencies in Pidie District. The research method applied in this study is evaluative research based on (Arikunto 2007: 222) evaluative research can be interpreted as a process carried out in order to determine policy by first considering the positive values and benefits of a program, as well as considering the processes and techniques that have been used to do a research. The results showed that each participant's positive reaction to the implementation of the program could significantly influence the increase in knowledge and skills for each participant / program participant in relation to the philosophical and theoretical basis of learning English in secondary schools. However, increasing knowledge and skills did not always have an impact significant at the practical level, namely the quality of the learning process carried out by teachers, participants in the MGMP revitalization program, in the classroom. Teachers still tend to use conventional patterns in the process of learning English. . In general, the implementation of the MGMP revitalization program has been able to improve the participants' knowledge and skills discourse on the philosophical and theoretical foundations of English learning. The obstacle that arises then is the lack of motivation of some participants to apply knowledge and skills in the context of their performance. The lack of motivation to apply this knowledge and skills has resulted in learning practices that have not changed much. This shows that the forum has not been able to effectively and optimally carry out its role and function as a means for the development and development of teaching professionalism.
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Voznyak, V. S., and R. S. Konyk. "Mikhailov’s Concept of ‘Appeal’: Philosophical and Pedagogical Meaning." Cultural-Historical Psychology 17, no. 1 (2021): 12–19. http://dx.doi.org/10.17759/chp.2021170103.
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The article discusses the philosophical and educational meaning of F.T. Mikhailov's concept of ‘appeal’. The appeal from within human subjectivity to the subjectivity of others (and thereby to oneself) in search of compassion, co-thinking and co-action is understood by the philosopher as a generative relation of an individual and his/her way of being, as all subjective qualities of a person. Thus, the emphasis is transferred from the externally determining factors to the subjective self, to its self-movement as causa sui. If appeal is a generative relation for the individual, then in the educational process, where individuals are elevated to the image of man, it is it that should dominate, and not the translation of knowledge, skills and abilities. Everything that is introduced into the context of communication between students should in one way or another appear in the form of appeals to living people, to students in the first place, and only then is it a culture proper. Culture in this eidos becomes the ‘third subject’ of the normal educational process which promotes the integral development of personality.
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Mustofa, Ali. "LITERARY TEACHING AND ITS CONSTRAINTS: PARADIGMS AND PROBLEMS." English Review: Journal of English Education 4, no. 2 (2016): 219. http://dx.doi.org/10.25134/erjee.v4i2.336.
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The paper will explore the nature of the literary teaching and its constraints. In language teaching, literary teaching has been promoted influential and approved effective to encourage the students’ character building in terms of some issues: historical, philosophical, cultural, social, and psychological contexts. Historically, literary teaching will provide students and learners of the ancients’ way of life and learn from the best in the past for their life experience. Some constraints may arise in language teaching due to the cultural and the philosophical boundaries. The constraints may be put into some categories; philosophical, cultural, social, and psychological. To generalize the idea, literary teaching needs efforts to boost the students’ skills to creatively launch themselves to a higher level of thinking order to achieve the goals of literary teaching and the demand of curriculum.Keywords: literary teaching, humanity issues, constraints, critical thinking, competency
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Morgan, Douglas, and Malcolm Slade. "A Case for Incorporating Aboriginal Perspectives in Education." Australian Journal of Indigenous Education 26, no. 2 (1998): 6–12. http://dx.doi.org/10.1017/s1326011100001848.
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In general, education in Australia is dominated by an out-of-date worldview that encourages fragmentation and actively excludes the philosophical views of its Aboriginal Australian students. Despite growing support for the principles and practice of equal opportunity and multi-culturalism, for Aboriginal Australians to benefit from education they are left with little choice but to participate in teaching programs that devalue or ignore their cultural identity. To meet the needs of students, education must undergo a philosophical transformation that makes the structure and content of academic programs more culturally sensitive and flexible. All students need to develop cross-cultural skills, including ways of thinking in terms of interconnectedness and cultural relativity within the dominant culture. Students need to be prepared to work within differing cultural paradigms and to have an understanding of the philosophical diversity of Australia's cultural context.
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Wan Yusoff, Wan Mazwati. "The Impact of Philosophical Inquiry Method on Classroom Engagement and Reasoning Skills of Low Achievers." Journal of Curriculum and Teaching 7, no. 1 (2018): 135. http://dx.doi.org/10.5430/jct.v7n1p135.
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This research project attempted to investigate the impact of applying philosophical inquiry method of teaching onclassroom engagement and reasoning skills of low achievers. Low achievers are those who have the potential tosucceed but lagged behind because of several factors that demotivate them to perform at their highest ability. In thisstudy, low achievers were students who failed or obtained the lowest grades in previous standardized schoolexamination. They were 22 students aged 12-13 years old from a school in Gombak district, Malaysia. The studentswere observed and video recorded while participating in discussing the questions they had formulated in response tothe given stimulus materials. Many assumed and projected that these students would not succeed in school and life;and would not have the intelligence to engage in discussion that employed higher order thinking. However, thefindings revealed that when low achievers were given opportunities to voice out their opinions in dialogic pedagogy,they demonstrated the ability to be focused and engaged in classroom discussion. Furthermore, this pedagogy hasproven effective in stimulating higher order thinking or reasoning skills among low achievers. Specifically, this studyfound indicators of behavioral, emotional and agentic engagement among low achievers; and demonstrated that lowachievers were capable of asking higher order thinking questions, clarifying meanings, giving examples, makingconclusion and inductive reasoning, distinguishing and classifying ideas.
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Säre, Egle, Tiia Tulviste, and Piret Luik. "The function of questions in developing a preschooler’s verbal reasoning skills during philosophical group discussions." Early Child Development and Care 189, no. 4 (2017): 555–68. http://dx.doi.org/10.1080/03004430.2017.1331221.
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Swanstrom, Julie Loveland. "Embedding Teaching Critical Thinking Skills in a Philosophy Course." American Association of Philosophy Teachers Studies in Pedagogy 4 (2018): 78–99. http://dx.doi.org/10.5840/aaptstudies201921235.
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I explore methods for the explicit instruction of critical thinking in a topics-based philosophy course (topically or historically organized courses designated neither as Critical Thinking nor Logic). These methods make the classroom more experiential and less didactic and involve students in the philosophical process, allowing them to learn content while using the methods of philosophy to work through, explain, or produce similar content. Experiential learning—approaching learning as a “continuous process grounded in experience” involving the acquisition of practices, the specialization in those practices, and the integration of oneself into the learning process—enhances traditional philosophy classrooms, and explicitly teaching critical thinking skills involves the methods of experiential learning. After an overview of relevant aspects of experiential learning and addressing how experiential learning methods can be used for the explicit teaching of critical thinking skills, I explain four methods I use to explicitly teach critical thinking in my introductory classes.
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Hawken, Johanna. "philosophical discussions with children: an opportunity for experiencing open-mindedness." childhood & philosophy 15 (June 11, 2019): 1–20. http://dx.doi.org/10.12957/childphilo.2019.42982.
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Children develop and experience numerous thinking skills in the course of a philosophical dialogue, which is the didactic medium for the practice of philosophy with children, since its birth. One of them plays a paramount role in the possibility of true dialogue, as it relies on the meeting of minds: open-mindedness. Furthermore, this concept is omnipresent in the literature about philosophy for children (Lipman, 2003: 172-179 ; Tozzi, 2001, 2002) and thus, requires an exploration and a precis analysis, which is the aim of his article. More precisely, there are three objectives: define the nature and characteristics of open-mindedness, analyse its emergence in philosophical discussions and, moreover, studying its role in the practice of philosophy. Our research (lead in University Paris 1 Panthéon-Sorbonne) has shown that certain indicators present in the children’s discourse manifest the occurrence of open-mindedness: reformulation of one another’s words, complementarity of statements, explication of each other’s ideas, establishment of nuances, disagreement on terms and critical thinking. These cognitive acts reveal an intellectual relation between children, so much so as open-mindedness can be defined as a two-dimensional attitude, both as a cognitive disposition enabling the understanding of someone else’s idea and an ethical disposition enabling the acceptance of alterity. Moreover, it signals an ethical posture: the capacity to take embrace the words of others, without necessarily agreeing, the ability to take into account an alternative view on the world. The research hypothesis, that is the result of seven years research in the French town of Romainville (East of Paris) is, therefore, the following: philosophical discussions constitute an opportunity for children to experience open-mindedness as a crucial thinking skill and ethical posture.
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Gemin, Marco. "L'influenza di Anassagora sull'oratoria di Pericle*." Rhetorica 35, no. 2 (2017): 123–36. http://dx.doi.org/10.1525/rh.2017.35.2.123.
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Pericles is said to have been affected by Anaxagoras and therefore having improved his speaking skills. A generic influence of philosophical studies is usually supposed but there may be a more specific reason: it was possible to interpret the works of meteorologoi in a limited way, strictly rhetorical, renouncing cosmological speculation but acquiring an effective instrument of persuasion. Some anecdotes in Pericles' life help to understand how this philosophy was translated into political action. Anaxagoras not only improved Pericles' speaking skills but also provided a model of behaviour for any contingency.
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Azmi, Minatul, and Fitri Pangestu Noer Anggrainy. "The Andragogical Approach for Teaching English Speaking Skill for College Students." Journal of Applied Science, Engineering, Technology, and Education 2, no. 2 (2020): 136–40. http://dx.doi.org/10.35877/454ri.asci2264.
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It has been known that most the college students face problems in communicating in English, especially in non-English-speaking country. The main cause is the teacher failed in choosing the appropriate approach for students. Further, it is necessary to choose a proper approach for college students for teaching speaking skills. From a philosophical point of view, there are two sorts of teaching approaches. These are the andragogy and pedagogy approaches. Andragogy is used for adult learners, and pedagogy is used for young learners. Seen from their age, students at colleges are positively categorized into adult students. Therefore, this paper aims to investigate the implementation of andragogical approach for teaching speaking skills in the intensive English program of Maulana Malik Ibrahim State Islamic University of Malang. This is qualitative descriptive research that the data collection method is an interview. The result revealed that most the teachers in intensive English program in Maulana Malik Ibrahim State Islamic University of Malang have been applied andragogical approach for teaching speaking skill. Hence, the researcher concludes that andragogical approach is the appropriate approach for the adult learner, especially in teaching speaking skills.
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Kucheriavyj, Alexandr. "THE REGULARITY OF THE FUTURE TEACHER`S PEDAGOGICAL MASTERSHIP DEVELOPMENT UNDER THE INFLUENCE OF PROFESSIONAL SELF-EDUCATION AND SELF-UPBRINGING." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 81–91. http://dx.doi.org/10.33989/2226-4051.2016.13.171544.
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The problems solved in the article are as follows: 1) the search process of methodological base of the future teachers' and practical teachers' pedagogical mastership development regularity is exposed; 2) the national and categorical system of framework of the pedagogical mastership theory, its generic and base components are outlined; 3) the integral aggregate of the regularities of the future teachers and practical teachers masterships development under the influence of professional self- education and self-upbringing is determined.Methodologically justified (on the philosophical, general scientific and specific scientific level methodology) are the basic laws of development of pedagogical skills of future teachers and teacher-practice: 1) methodology explanations of pedagogical skill of the individual self-creativity means naturally takes into account the heterogeneity of the various knowledge (ontological, professional pedagogical or historical ) on the theory of teacher skills, theory and technology of professional self- education and self-education; 2) the reasons for the development of pedagogical skills of future teachers practice logically formed in the process of emotional experience and understanding of their values and the content of its highest highest levels as a person; 3) development of pedagogical skills naturally determined on the basis of innovation orientation of the individual layers, her career and the needs of society in the renewal of teacher education and professional means of self-creativity creativity of students and teachers; 4) the content of pedagogical skills of future teachers and teacher- practice regularly due to its objectives in social and personality-developing aspects; 5) the quality of renovation "self-concept" of teaching personality development skills naturally depends on the state of reflection of professional development and improvement; 6) the subject of pedagogical skill activity increases regularly as a result of growth of the culture of his self-creativity.
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Ivanova, O. E. "Philosophical Consulting as a Tool for “Problem Hacking” in Human Management in Organizations." Administrative Consulting, no. 7 (September 9, 2021): 39–48. http://dx.doi.org/10.22394/1726-1139-2021-7-39-48.
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Consulting focused on comprehending organizational problems and breaking the patterns of their managerial solution is in demand in a chaotic, dynamic world. This counseling tool is able to counter the uncertainty of the external environment with a clear understanding of the or ganizational event. The aim of the paper is to investigate philosophical consulting as an intellectual tool for “problem hacking” in Human Management in organization.Theoretical basis of the research: the analytical approach to human resource management, the ideas of the international movement of philosophical practice, the edifying philosophy of R. Rorty, ideas of “problem hacking”. Research methods used in the work: philosophical (conceptual) analysis, decomposition, conceptualization.Results. Philosophical consulting is justifed as an analytical and value-based tool of facilitation of “problem hacking” in Human Management in the organization, the features of philosophical consulting as a management consulting are revealed. With the purpose of hacking problems at the level of foundations — meanings and values — according to each stage of “problem hacking”, the function of facilitation of philosophical consulting is revealed. HRMproblems are classifed into process groups: “cooperation”, “change and development”, “measurement and evaluation”. Typical HR-challenge are identifed — the feld of potential conflicts.The concept of HR-call is formulated and elements of the problem solution construction are developed: philosophical idea of the answer to HR-challenge and relevant managerial methods of realization.Application of value-analytical and design tools of philosophical consulting to “hacking” organizational problems — the company’s response to the challenges of the VUCA world, “defcit of meaning” in Russian companies, the employers’ demand for problem-solving skills in the next fve years. The limitations of the research are identifed.
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Karmova, M. R., and T. V. Fedoseeva. "The specifcs of Integrated subject-language learning (CLIL): A socio-philosophical Analysis." Humanities and Social Sciences. Bulletin of the Financial University 11, no. 3 (2021): 122–27. http://dx.doi.org/10.26794/2226-7867-2021-11-3-122-127.
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Integrated subject-language learning considers a foreign language as a means used in the process of assimilation and formation of subject knowledge, skills and abilities specifc to a particular subject area The use of a foreign language as an intermediary language and as a means of building a professional and conceptual picture of the world poses specifc tasks for the teacher of a foreign language that goes beyond the traditional teaching of a foreign language The sociophilosophical analysis of the presented article aims to study and research the specifcs of integrated subject-language learning.
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Uusitalo, Susanne. "Addiction, recovery and moral agency: Philosophical considerations." International Journal of Alcohol and Drug Research 4, no. 1 (2015): 85–89. http://dx.doi.org/10.7895/ijadr.v2i0.190.
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Uusitalo, S. (2015). Addiction, recovery and moral agency: Philosophical considerations. The International Journal Of Alcohol And Drug Research, X(Y), N-M. doi:http://dx.doi.org/10.7895/ijadr.vXiY.190 Aims: The purpose of this paper is to argue that it is important to recognize that addicts are morally accountable even for their addictive action, as moral agency is more generally an important factor in full-blown human agency. The challenge is to identify the problems that addicts have in their agency without discarding their potentially full-blown agency. Design: In philosophy of agency, moral responsibility and accountability, in particular, may refer to control over one’s action. I discuss this control as reason-responsiveness and, on a more general level, illustrate the importance of moral agency to human agency with a contrasting example of psychopaths and addicts as agents. Measures: A philosophical analysis is carried out in order to argue for the relevance and importance of moral accountability in therapeutic models of addiction. Findings: The example of psychopaths and addicts illustrates that moral agency is part of full-blown human agency, as psychopaths are generally believed to lack moral skills common to non-psychopathic individuals. I argue that addicts are not analogous to psychopaths in the framework of moral agency in this respect. Conclusions: By fleshing out the conceptual considerations in the framework of addiction therapies, I clarify the relevance and importance of moral accountability in therapeutic models of addiction. If evidence-based therapies attempt to restore the addict’s full-fledged agency at least in respect to addiction, then acknowledging addicts’ moral accountability for their action does matter.
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Uusitalo, Susanne. "Addiction, recovery and moral agency: Philosophical considerations." International Journal of Alcohol and Drug Research 4, no. 1 (2015): 85–89. http://dx.doi.org/10.7895/ijadr.v4i1.190.
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Uusitalo, S. (2015). Addiction, recovery and moral agency: Philosophical considerations. The International Journal Of Alcohol And Drug Research, X(Y), N-M. doi:http://dx.doi.org/10.7895/ijadr.vXiY.190 Aims: The purpose of this paper is to argue that it is important to recognize that addicts are morally accountable even for their addictive action, as moral agency is more generally an important factor in full-blown human agency. The challenge is to identify the problems that addicts have in their agency without discarding their potentially full-blown agency. Design: In philosophy of agency, moral responsibility and accountability, in particular, may refer to control over one’s action. I discuss this control as reason-responsiveness and, on a more general level, illustrate the importance of moral agency to human agency with a contrasting example of psychopaths and addicts as agents. Measures: A philosophical analysis is carried out in order to argue for the relevance and importance of moral accountability in therapeutic models of addiction. Findings: The example of psychopaths and addicts illustrates that moral agency is part of full-blown human agency, as psychopaths are generally believed to lack moral skills common to non-psychopathic individuals. I argue that addicts are not analogous to psychopaths in the framework of moral agency in this respect. Conclusions: By fleshing out the conceptual considerations in the framework of addiction therapies, I clarify the relevance and importance of moral accountability in therapeutic models of addiction. If evidence-based therapies attempt to restore the addict’s full-fledged agency at least in respect to addiction, then acknowledging addicts’ moral accountability for their action does matter.
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Nair, Girija Gopinathan, Laurie-Ann M. Hellsten, and Lynnette Leeseberg Stamler. "Accumulation of Content Validation Evidence for the Critical Thinking Self-Assessment Scale." Journal of Nursing Measurement 25, no. 1 (2017): 156–70. http://dx.doi.org/10.1891/1061-3749.25.1.156.
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Background/Purpose: Critical thinking skills (CTS) are essential for nurses; assessing students’ acquisition of these skills is a mandate of nursing curricula. This study aimed to develop a self-assessment instrument of critical thinking skills (Critical Thinking Self-Assessment Scale [CTSAS]) for students’ self-monitoring. Methods: An initial pool of 196 items across 6 core cognitive skills and 16 subskills were generated using the American Philosophical Association definition of CTS. Experts’ content review of the items and their ratings provided evidence of content relevance using the item-level content validity index (I-CVI) and Aiken’s content validity coefficient (VIk). Results: 115 items were retained (range of I-CVI values = .70 to .94 and range of VIkvalues = .69–.95; significant atp< .05). Conclusion: The CTSAS is the first CTS instrument designed specifically for self-assessment purposes.
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Sukhanova, N. P. "Efficiency of Small Groups Method in Teaching Philosophy." Prepodavatel XXI vek, no. 4, 2019 (2019): 93–100. http://dx.doi.org/10.31862/2073-9613-2019-4-93-100.
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The processes of globalization and universal digitalization have a transforming effect on the education system. To succeed in the profession, a modern specialist needs to have not only special skills, but also be able to navigate in a situation of uncertainty, be prepared to change his occupation, and constantly improve his educational level. The importance of philosophy as an academic discipline in the system of university education is considered. The relevance and argumentativeness of the question of the methodology of teaching philosophy are shown, taking into account the special tasks of the discipline, the focus on the formation of the philosophical and methodological culture of man. The focus is on teaching the student philosophizing, the development of critical thinking skills. It substantiates the refusal to teach in the form of translation of historical and philosophical knowledge and the productivity of the “Socratic dialogue”, which requires the student to search intellectually and creatively. The method of small groups is analyzed as an interactive teaching method, which involves changing the nature of the interaction between the student and the teacher, shifting the emphasis towards student activity and turning the learning task into a search-oriented, research-oriented one. The process of organizing a seminar on philosophy in accordance with the methodology of small groups on the example of the topic «Consciousness» is presented. The results obtained during the implementation of this method in seminars are studied. The conclusion is drawn, as a result of which the small group method seems productive and effective in organizing philosophical work, since not only is the student assimilating other people’s philosophical constructions (connecting to the philosophy of teachings and systems, according to M.K. Mamardashvili), but also building a version of his personal philosophy taking into account their attitudes, programs and values (real philosophy).
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Buttrill, Judith, Judy Niizawa, Carole Biemer, Candace Takahashi, and Stella Hearn. "Serving the Language Learning Disabled Adolescent." Language, Speech, and Hearing Services in Schools 20, no. 2 (1989): 185–204. http://dx.doi.org/10.1044/0161-1461.2002.185.
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A service delivery model for Language Learning Disabled (LLD) adolescents is described. The model involves a daily classroom format. The class focus is on teaching language-based academic skills with an emphasis on learning strategies: teaching students how to learn. Philosophical and historical rationales are presented, along with a description of a curriculum implemented within a public school setting.
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Oxley, Julinna C. "How to Be a (Good) Philosopher-Activist." Essays in Philosophy 21, no. 1 (2020): 6–28. http://dx.doi.org/10.5840/eip2020211/22.
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Can philosophers be good activists? This essay defines activism for the philosopher and then provides a normative conception of a good philosopher-activist that is grounded in rational integrity and sound rational deliberation. I argue that because philosophers have been trained in reasoning and argumentation, they can contribute these skills to an activist movement. An activist with rational integrity exhibits five skills or virtues: they are honest, rational, logical, deliberative, and respectful. Conversely, bad philosopher-activists display five vices: they are dishonest, manipulative, obfuscating, thoughtless, and insulting. Next, I argue that rhetorical and reasoning skills are only part of what define good activism, and describe the soft skills needed for effective activism. Philosophical training sometimes works against the development of these soft skills, but they are critical to the success of the philosopher-activist. I conclude by describing activism within the context of academic life and argue that philosophers who engage in activism can do so in an intellectually responsible way.
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Dabbagh, Ali, and Mahdi Noshadi. "Philosophy-based Language Teaching Approach on the Horizon: A Revolutionary Pathway to Put Applied ELT into Practice." Journal of Language Teaching and Research 7, no. 5 (2016): 1022. http://dx.doi.org/10.17507/jltr.0705.25.
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As a unique approach in today’s language teaching methodology, Philosophy-based Language Teaching (PBLT) engages learners in dialogues using philosophical question and answer activities to tackle the process of language learning in ELT classes. Accordingly, the present study sought to illuminate the practical ways through which PBLT could be utilized to put Applied ELT into practice. In so doing, the key is to redefine the inherent roles of both English learners and practitioners in an Applied ELT classroom. Bringing a bulk of sample philosophical questions, the paper provides the following recommendations to implement PBLT in Applied ELT classes. First, ELT life syllabus can be designed using the principles of PBLT approach. Second, while dealing with language skills, material designers might reshape the common pre and post task activities including life-related philosophical questions. Moreover, as males and females have different points of view towards life issues, materials should provide a platform to augment learners' thoughts through sharing ideas of both genders in the classroom in answering philosophical questions. Third, along with cross-cultural approaches, PBLT can aid life syllabus design which assists learners to consider themselves as an active member of local and global communities all around the world.
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Megawati, Ida, and Darmiyati Zuchdy. "The Compatibility between Philosophy Basis of ‘English in Mind’ Textbook and Curriculum 2013." VELES Voices of English Language Education Society 4, no. 2 (2020): 163–76. http://dx.doi.org/10.29408/veles.v4i2.2555.
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A textbook should reflect a curriculum being applied. The compability of the philosophical foundation between the curriculum and textbook is needed to achieve the educational goals. This study aims to find the philosophical foundation of the English in Mind Students' Book and the compability of the philosophical foundation between the curriculum and the textbook. This study is an inferential content analysis. The object is the English in Mind Students' Book. The procedure is the data making; physical and referential units, sampling; six chapters, data recording, data reduction, and withdrawal of inference. This study used semantic validity and test-retest reliability. This study used analytic constructs as a reference for the meaning of data to be analyzed using conceptual domain analysis techniques. Based on data analysis, there are six philosophies namely philosophy of perennialism, progressivism, essentialism, existentialism, humanism, and social reconstruction in the English in Mind Students' book and in the curriculum 2013. It means that there is no difference in philosophical foundation between the curriculum 2013 and textbooks. Both of them also emphasize on critical thinking skills, problem solving, communication and collaboration, creative and innovative and character development for students.
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Tolonen, Anna-Liisa, and Elisa Uusimäki. "Managing the Ancestral Way of Life in the Roman Diaspora: The Mélange of Philosophical and Scriptural Practice in 4 Maccabees." Journal for the Study of Judaism 48, no. 1 (2017): 113–41. http://dx.doi.org/10.1163/15700631-12341133.
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Portrayals of figures of the Israelite narrative are used in 4 Maccabees 1:1-3:18 to discuss the philosophical nature of Judaism. To illustrate the intellectual cultural milieu of the composition, we analyse the notion of (a) ancient philosophy as a way of life and (b) commentary as an intellectual exercise which are part of the author’s lifestyle. He introduces skills of life management into the lives of past figures to promote his notion of virtue. The author (re)casts familiar stories as descriptions of situations in which characters are challenged both rationally and emotionally; thus, he provides the audience with an opportunity for spiritual exercise by means of identification with these characters. This mélange of philosophical and scriptural practice shows that the principles of 4 Maccabees cannot be reduced to either Greek philosophy or Jewish law. Rather, they constitute a philosophical lifestyle which is aligned with both divine law and lived experience.
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Barraza flores, Sonia Rosario, and Homero López moreno. "reflexiones filosóficas entre madres adolescentes víctimas de maltrato infantil." childhood & philosophy 15 (June 11, 2019): 1–25. http://dx.doi.org/10.12957/childphilo.2019.42582.
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This research was carried out in a classroom of the center of comprehensive family development (desarrollo integral de la familia, DIF) in the municipality of Durango, Mexico. The center trains young people in making crafts. From these young people, 13 teenage mothers ages 15-23, all victims of abuse as children, were selected. With this group, we implemented the philosophical-pedagogical proposal called "Philosophy for children and teenagers," first developed by the American philosopher Matthew Lipman. The main goal was to form a "community of inquiry," where through philosophical dialogue the participants developed cognitive skills, allowing them to share, in an ethical and moral dialogue, their life experiences within a democratic setting. The results were demonstrated through the disclosures made by the participants during the philosophical dialogues, We also recorded the cognitive abilities detected over 20 sessions. We contrast the results with the theories to demonstrate the participants’ cognitive changes. We also observed unexpected findings in other academic fields that facilitate ethical and moral thinking.