Philosophy for Children and the Incidence of Teachers’ Questions on the Mobilization of Dialogical Critical Thinking in Pupils
Bibliographic record
Abstract
More and more, education programs from many countries consider Critical Thinking (CT) to be an essential 21st century competency. Our conception of CT corresponds to a socio-constructivist epistemology and the context of our research is situated in the Philosophy for Children approach. This text presents a study, in which we compared results from two exchanges, one which was conducted with closed anecdotal-type questions, and the other with open philosophically-oriented questions. The analysis tool was the operational model of the developmental process of Dialogical Critical Thinking (DCT), developed and validated in previous studies. Participants were five groups of Moroccan pupils aged 10 to 15 years. Results indicate that in the exchange conducted with closed anecdotal-type questions, the overall epistemology of groups of pupils aged 10 to 15 years was simple, and the dominant epistemological perspective was post-egocentricity. In the exchange conducted with open philosophically-oriented questions, the overall epistemology for the majority of pupil groups was simple with a tendency toward a complex epistemology, and the dominant perspective for the majority of groups was relativism.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.026 | 0.093 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.002 |
| Science and technology studies | 0.004 | 0.009 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".