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Doing Philosophy Effectively: Student Learning in Classroom Teaching.

Natascha Kienstra1, Jeroen Imants1, Machiel Karskens2

  • 1Graduate School of Education, Radboud University, Nijmegen, the Netherlands.

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Summary
This summary is machine-generated.

This study explored "doing philosophy" in Dutch secondary schools, finding that student engagement increases when teachers facilitate philosophical discussions collaboratively. Effective philosophy education balances student activities with teacher guidance.

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Area of Science:

  • Philosophy Education
  • Pedagogy
  • Educational Psychology

Background:

  • Teaching philosophy in Dutch secondary schools aims to engage students in philosophical inquiry.
  • The concept of "doing philosophy" is central to this educational objective.
  • Understanding the interplay between student activities and teacher behavior is crucial for effective philosophy instruction.

Purpose of the Study:

  • To investigate the relationship between student learning activities and teacher behavior in philosophy lessons.
  • To analyze the effectiveness of "doing philosophy" in secondary school settings.
  • To identify pedagogical strategies that enhance student engagement in philosophical discourse.

Main Methods:

  • A qualitative cross-case analysis of eight philosophy lessons was conducted.
  • Student learning activities (rationalizing, analyzing, testing, criticizing, reflecting) were operationalized and measured.
  • Content analysis (CA) was used to develop a quantitative scale for lesson effectiveness.

Main Results:

  • A quantitative, one-dimensional scale effectively differentiated between more and less effective lessons.
  • A significant relationship was observed between teacher behaviors and student engagement in "doing philosophy."
  • Students demonstrated higher levels of philosophical engagement when teachers facilitated shared discussions.

Conclusions:

  • Collaborative, teacher-guided philosophical discussions enhance student learning activities in secondary schools.
  • Effective philosophy teaching involves a dynamic balance between structured guidance and student-led inquiry.
  • The findings provide insights for improving pedagogical approaches in philosophy education.