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| Format: | Artículo científico |
| Language: | en |
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Universidade do Estado do Rio de Janeiro
2013
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| Online Access: | https://www.redalyc.org/articulo.oa?id=512051608004 |
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Table of Contents:
- RELATIVISM : A THRESHOLD FOR PUPILS TO CROSS IN ORDER TO BECOME DIALOGICAL CRITICAL THINKERS Marie-France Daniel Filosofía Inter Relativism Epistemology subjectivity Philosophy for children According to a number of international organizations such as UNESCO, the development of c ritical thinking is fundamental in youth education. In general, critical thinking is recognized as thinking that doubts and evaluates principles and facts. We define it as essentially dialogical, in other words constructive and responsible. And we maintain that its development is essential to help youngsters make enlightened decisions and adequately face up to the challenges of everyday living . Our recent analyses of exchanges among pupils who benefited from philosophical praxis showed that dialogical criti cal thinking comprises four thinking modes (logical, creative, responsible and metacognitive) and six epistemological perspectives that range from the simple st (egocentricity) increasing in complexity (passing through relativism) to the most complex (inter - subjectivity). Relativism merits special focus in that a majority of the pupils’ interventions that w e analyzed are situated within this perspective , and in that relativism is charged with both positive and negative meanings. In its positive meaning, it i s associated with reflection, plurality and open - mindedness , but in its negative (absolute) sense, relativism refers to arbitrary decisions, to indifference and the status quo. This is why we maintain that relativism must be transcended . In this respect, w e suggest two series of open - ended questions that are designed to provoke a d i sequilibrium in pupils’ certainties and, by so doing, stimulate their reflection towards inter - subjectivity. These questions are associated with the diversification of thinking m odes (logical, creative, responsible, metacognitive) and the increasing complexity of these modes (transition from egocentricity to relativism and then to inter - subjectivity). 2013 artículo científico 2525-5061 https://www.redalyc.org/articulo.oa?id=512051608004 en http://www.redalyc.org/revista.oa?id=5120 Childhood & Philosophy application/pdf Universidade do Estado do Rio de Janeiro Childhood & Philosophy (Brasil) Num.17 Vol.9