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"Problem emergence and relational dynamics at the start of a philosophy workshop. This research aims to better understand how a common object is constructed (or not) during an interaction when the purpose of the interaction is to think together philosophically. After presenting what the practice of philosophy for children advocates, we analyze what happens when it is implemented by observing the unfolding of a philosophy workshop involving secondary school students and their teachers. We adopt an empirical approach and a precise follow-up of the contributions of each participant. At the beginning of the workshop, we are interested in looking for those moments when a common problem emerges. Our observations suggest that the process of theoretical elaboration of a philosophical theme and that of the relational dynamics between the participants are intertwined. Keywords: interaction, philosophy for children, problem, dialogue, interpersonal relations. "

What Abduction can do in Philosophical Dialogue? According to Peirce, abduction is a hypothetic-forming process that is necessary to explore unknown areas of knowledge, but also a real scientific method associated with the enquiry. If there is philosophical enquiry, could abduction serve as an appropriate method for such an approach? If so, how can it be used and with a view to what result(s)? We ask whether abduction can bring a potential both for discovery and a logical requirement to the philosophical questioning. In this paper we focus on a philosophy that "is done", in the form of a common enquiry, the "community of philosophical inquiry". The present research explores the advantages and limitations of requiring such a method, in the context of the practice under study. Keywords: abduction, method, philosophical inquiry, inference, unknown

"Experimenting Thinking in Image Schemas. Teenagers are Wondering “Where Do Thoughts Come From?” An intellectual view of philosophy as an activity focusing on understanding abstract concepts and their relationships deprives philosophical exercise of the participation of the body and senses. If we reject the mind-body dualism, as Dewey, Johnson, etc. did, then we are constantly engaged in interactions with the world and others, and can thus consider the act of thinking from our own experiences. Inspired by an experimentalist conception of school and life, as well as the method of inquiry developed by Dewey, the Philosophy for Children program provides an inquiry process that invites participants to conceptualize and reason philosophically in a collaborative manner. Do these practices implement an embodied cognition? To find out, we selected a discussion as a case study and analyzed it based on the observation that the issue to be discussed by the participants - “where do thoughts come from?” contains two image schemas: path (come from) and source (where). We have noted a variety and a significant number of expressions (“they come from within”, “they come from what happens outside”, etc.) whose analysis enhances a better understanding of how an experience of understanding the origins of our thoughts fits into the discourse and contributes to a collective conceptualization of “thinking”. Keywords: image schemas, perceptual experience, conceptualisation, community of philosophical inquiry, experimentalism "

International audience; Les contributions du présent numéro ont répondu à notre appel autour de la thématique Quel(s) usage(s) de la philosophie aujourd’hui ? Cette question de l’usage renvoie premièrement aux pratiques philosophiques existantes, établies, identifiées comme telles dans un contexte social, culturel, éducatif et/ou politique déterminé – comme par exemple celui danois évoqué dans le premier article de ce numéro. Ces pratiques peuvent être considérées comme des réalisations de la pensée philosophique (une philosophie en usage), telles qu’elles se concrétisent à travers le discours, sous forme écrite ou orale, monologuée ou dialoguée (écrits philosophiques, cours de philosophie, pratique de discussion philosophique avec publics scolaires ou publics non-avertis à philosopher, etc.). En second lieu, la question de l’usage de la philosophie peut être scrutée à la lumière de ses fonctions (l’utilité de la philosophie).

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This paper presents an ongoing pedagogical project concerning the role of body and voice work in second language learning, in particular with regards to prosody and its importance for effective communication. We examine the relationship between emotion, prosody and the corporal and vocal aspects of speech, all of which have proved to be problematic areas for language teachers in the standard classroom. We have developed an approach into body and voice in the language classroom that is structured around two praxes, the Silent Experience and the Engaged Body, and a frame of reference known as AFEEL, the latter to be used as a classroom checklist for teachers. The two praxes and the frame of reference put centre stage the importance of self and spatial awareness in the corporality of oral production. In our research group’s ongoing teacher training workshops and other communications, body and voice work find a natural home in theatre activities, which use enacted emotion in improvisation and text work to explore oral communication in the pursuit of more appropriate prosody in the target language.

Les pratiques discursives et reflexives promues par le programme «Philosophy for Children » (P4C) ont pour objectif de permettre aux enfants de developper une pensee autonome et authentique, par la transformation de la classe en une communaute de recherche philosophique. Les initiateurs de ce programme avancent I'idee qu'apprendre a penser ne peut pas suivre exclusivement un modele de rationalite. En prenant comme point de depart la distinction proposee par Deleuze (1984) entre « cri de raison » et « cri de deraison », je m'interesse a des (proto)types de « cris » — des concepts et des questions — en tant que formes vivantes d'interpellation dans une pensee philosophique, lies a l'expression des emotions. Mon investigation sillonne les plis de la pensee des enfants, travers des analyses qualitatives d'enregistrements realisees en ecole primaire et au college, afin d'observer si les enfants sont capables ou non de crier philosophiquement. Si oui, qu'est-ce qu'ils ont a crier et comment le font-ils ?

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This thesis is inspired by an interest in educational approaches that focus on children’s exploratory and questioning attitudes in learning processes. In order to study such attitudes, we have analyzed fourteen discussions recorded during philosophical practices carried out in primary and middle school. Existing research generally attempts to describe these practices in terms of the benefits they provide for children’s development of linguistic, cognitive and social skills. Yet, even if questioning is the foundation of all problem solving processes and of the confrontation of ideas, the emergence of learners’ questioning for initiating conceptual and problematical reflection has not yet been studied.How does questioning become visible, how is it elaborated and how does interaction with others change it, during philosophical discussions? To answer this, we provide a descriptive and interpretative analysis at three levels. First we analyze verbalizations of question acts performed by the actors taking part in discussion. Secondly we focus on perlocutory effects produced by question acts in an interactional and dialogical context. Finally we put the collective act of questioning into a global perspective.From a theoretical viewpoint, this thesis proposes a pragmatic analysis model based on a new articulation between thought, language and dialogue. The corpus focuses on different age groups and perspectives include constructing a developmental view about the evolution of children’s astonishment and of their reflection. Our aims are also pedagogical because our analysis has allowed us to identify conditions that promote the development of dialogical questioning.; Ce travail de thèse part d’un intérêt pour les démarches éducatives mettant au centre du processus d’apprentissage l’attitude interrogative et exploratrice de l’enfant. C’est le cas des pratiques philosophiques réalisées en contexte scolaire, en école primaire et au collège, dont nous analysons 14 séances dans notre thèse. Les recherches existantes s’attachent généralement à décrire ces pratiques sous l’angle des bénéfices dans le développement des compétences langagières, cognitives et sociales de l’enfant. Cependant, bien que le questionnement soit à l’origine de tout processus résolutoire et de confrontation d’idées, la question de son émergence n'a jamais été traitée frontalement jusqu’alors.Comment le questionnement émerge, se construit et se modifie dans l’interaction lors des discussions philosophiques ? Afin de répondre à cette problématique, notre thèse propose une démarche descriptive et interprétative qui se situe à trois niveaux. Il s’agit d’abord d’analyser les verbalisations d’actes de question réalisées par les acteurs de la discussion dans leur énonciation. Par la suite, l’analyse s’intéresse à l’interprétation des actes en lien avec un questionnement sous l’angle des effets perlocutoires produits dans le contexte interactionnel et dialogique. Enfin, le troisième niveau d’analyse propose une perspective globale sur l’action collective du questionnement dans les discussions analysées.Du point de vue théorique, ce travail offre un modèle d’analyse pragmatique du questionnement qui permet de mettre à jour une articulation entre pensée, langage et dialogue. Le corpus analysé porte sur des classes d’âge différentes : primaire et collège, ce qui ouvre également sur une perspective développementale permettant de s’interroger sur l’évolution de l’étonnement et le développement de la réflexion chez l’enfant. Il a également des visées pédagogiques puisque nous avons identifié, au long de l’analyse, les conditions favorables à un développement dialogique du questionnement.

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Speech acts, mental acts and thinking skills in practices of philosophy for children. This paper aims to describe the links between speechacts and thinking skills in a new type of corpus: the philosophical discussions with children. Reflective practices have been developing over the last twenty years in several countries from Lipman's educational program, called Philosophy for children. The majority of existing studies describing this conversation new form are produced in psychology, pedagogy and education sciences researches. Thus, linguistic analysis about this topic are few and recent (Auriac-Peyronnet & Colletta, 2015). To fill this lack, we propose to analyze philosophical discussions with regard to the relationships between dialog, speech and thought., Acte de vorbire, acte mentale și abilități cognitive în discuții filosofice cu copii. Această lucrare își propune să descrie relația dintre actele devorbire și abilitățile cognitive într-un nou tip de corpus, discuțiile filosofice cu copii. Practici de reflecție au fost dezvoltate în mai multe țări în ultimii 20 de ani, pornind de la programul educațional al lui Lipman, Philosophy for children (Filosofia pentru copii). Majoritatea studiilor care descriu acest tip de conversație sunt realizate în domenii precum psihologia, pedagogia și științele educației și, prin urmare, analize lingvistice despre acest subiect sunt puține și recente (Auriac-Peyronnet & Colletta, 2015). Pentru a umple acest gol, analizăm discuții filosofice despre relația dintre dialog, vorbire și gândire.

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International audience; The aim of this study is to observe linguistic and conceptual behaviors when students, engaged in a philosophical dialog between peers, argue and problematize. They call into question their own opinions or what others think in order to build points of view. Depending on the utterance or the co-utterance situation, and on type of activity leading to the doubt, the points of view can be justified, not yet clarified, opposite to others views, resumed or suspended. We start by giving the general framework in which fits the philosophical discussion analyzed as well as the context of its realization. Then we outline our theoretical directions and methodological choices enabling to propose an analysis model of the doubt using philosophical acts, modality and the “three-roles interaction” (Proponent, Opponent and Third party) in an argumentative situation. Finally weillustrate our hypothesis with extracts from the corpus. This model could be used to explore how the expression of doubt occurs. It could also provide criteria to distinguish a philosophical dialog from an argumentative debate. The model should be tested with other discussions in order to be adjusted and validated.; L'objectif de cette étude est d'observer les conduites langagières et conceptuelles des élèves qui, engagés dans un dialogue philosophique entre pairs, sont amenés à argumenter et à problématiser. Ils parviennent à remettre en doute les opinions des autres ou leurs propres opinions afin de construire des points de vue. En fonction de la situation d'énonciation ou de co-énonciation, et du type d'activité menant au doute, les points de vue peuvent être justifiés ou pas encore explicités, ils peuvent s'opposer à ceux des autres ou encore être nuancés oususpendus. Notre contribution commence par donner le cadre général dans lequel s'inscrit la discussion philosophique analysée ainsi que le contexte de sa réalisation. Elle esquisse par la suite les repères théoriques et les choix méthodologiques permettant de proposer un modèle d'analyse du doute qui fait appel aux actes philosophiques, à la modalisation et aux rôles actantiels argumentatifs (Proposant, Opposant et Tiers). Des extraits du corpus illustrent les propos. Nous envisageons ce modèle comme un outil pour explorer les conditions d'expression du doute dans une discussion philosophique et dégager des critères nécessaires pour distinguer un dialogue philosophique d'un débat argumentatif. Le modèle devra être testé sur d'autres discussions afin d'être ajusté et validé.

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For a child to say "I see, I understand now!" is an awareness event, a light that exposes him to both a new challenge and to the unknown. If these sorts of moments are obviously an important personal event, along with the feeling of being an agent of his life, we could say a lot about their value at school, in the society or on the world stage. In this paper, my aim is limited to exploring how children and teenagers, involved in philosophical dialogues at school, enter into a reflective and dialogical process, become awareness of what is happening to them and draw out rules of action. Using a theoretical model inspired by Peirce's conception of active thinking, this study is based on both a qualitative analysis of discursive activity performed in communities of philosophical inquiry, and interviews with students who have been practicing philosophy for children for two or three years, in a French middle-school. Some practical implications in conjunction with educational projections could thus be outlined., Atunci când un copil spune “M-am prins, acum înțeleg!”, este vorba de un eveniment de conștiință, o lumină care îl expune în același timp la o nouă provocare și la un alt necunoscut. Dacă astfel de momente reprezintă cu siguranță un eveniment personal important, însoțit de sentimentul de a fi agentul propriei sale vieți, am putea spune multe despre importanța lor la școală, în societate sau pe scena lumii. În acest articol, scopul meu se limiteazăla analiza modului în care copiii și adolescenții implicați în dialoguri filosofice la școală intră într-un proces reflexiv și dialogic, iau cunoștințăde gândurile lor și identificăreguli de acțiune. Folosind un model teoretic inspirat de concepțiapeirciană a gândirii active, acest studiu se bazeazăatât pe o analizăcalitativă a activității discursive realizate în comunități de investigare filosofice, cât și pe interviuri cu elevi care au practicat filosofia pentru copii timp de doi sau trei ani într-o școală gimnazială din Franța. În concluzie vor fi subliniate câteva implicațiipractice într-un scop educațional.

This section provides tests for calibration results about understanding metaphors and verifies the suitable calibration onto 422 primary school students from 12 primary classes, 6 5th grade classes and one 4th grade class. Effects of age verified places this test as good method to evaluate and describe the configuration of one class to take into account the student outside the norm. The scholar environment influences significantly the form of developmental delay and backsliding: it is typical into the primary and secondary school within a deprived neighborhood [designed REP+ in France]. By contrast, the study do not repair any effect of sex onto understanding of metaphors abilities, which is not in correlation with expected national evaluation. The development of abilities to detect underlying meaning or the management of pragmatics competencies is discussed, interfaced with cultural or socioeconomic conditions and the introduction of philosophical program. The use of this calibration test is recommended as specific developmental new materiel., Ce chapitre présente l'étalonnage d'un test mesurant la capacité de compréhension de métaphores et l'applique à un échantillon de 422 élèves scolarisés dans 12 classes de primaire, 6 classes de 6ème et une classe de 5ème. Les effets de l'âge sont retrouvés et ils imposent ce test comme un excellent moyen de dresser le portrait d'une classe d'âge, mais aussi de repérer les élèves hors norme. Il permet de constater que le secteur scolaire conditionne significativement une forme de retard développemental, retard à la norme constaté et sur l'échantillon primaire et sur l'échantillon des élèves de 6ème comprenant chacun des élèves scolarisés en secteur REP+. En revanche, l'étude met à jour que contrairement aux évaluations nationales aucun effet de genre n'apparait quant à la compréhension des métaphores. La capacité inférentielle et les compétences pragmatiques relevant davantage d'effets culturels ou socio-économiques, l'entraînement à activer un processus inférentiel en philosophie est discuté. L'utilisation de ce test comme repère développemental est indéniable. Mots clefs : métaphore-test-compréhension-développement-inégalités scolaires-philosophie

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International audience; Abstract :This section provides tests for calibration results about understanding metaphors and verifies the suitable calibration onto 422 primary school students from 12 primary classes, 6 5th grade classes and one 4th grade class. Effects of age verified places this test as good method to evaluate and describe the configuration of one class to take into account the student outside the norm. The scholar environment influences significantly the form of developmental delay and backsliding: it is typical into the primary and secondary school within a deprived neighborhood [designed REP+ in France]. By contrast, the study do not repair any effect of sex onto understanding of metaphors abilities, which is not in correlation with expected national evaluation. The development of abilities to detect underlying meaning or the management of pragmatics competencies is discussed, interfaced with cultural or socioeconomic conditions and the introduction of philosophical program. The use of this calibration test is recommended as specific developmental new materiel.; Ce chapitre présente l'étalonnage d'un test mesurant la capacité de compréhension de métaphores et l'applique à un échantillon de 422 élèves scolarisés dans 12 classes de primaire, 6 classes de 6ème et une classe de 5ème. Les effets de l'âge sont retrouvés et ils imposent ce test comme un excellent moyen de dresser le portrait d'une classe d'âge, mais aussi de repérer les élèves hors norme. Il permet de constater que le secteur scolaire conditionne significativement une forme de retard développemental, retard à la norme constaté et sur l'échantillon primaire et sur l'échantillon des élèves de 6ème comprenant chacun des élèves scolarisés en secteur REP+. En revanche, l'étude met à jour que contrairement aux évaluations nationales aucun effet de genre n'apparait quant à la compréhension des métaphores. La capacité inférentielle et les compétences pragmatiques relevant davantage d'effets culturels ou socio-économiques, l'entraînement à activer un processus inférentiel en philosophie est discuté. L'utilisation de ce test comme repère développemental est indéniable. Mots clefs : métaphore-test-compréhension-développement-inégalités scolaires-philosophie

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This master thesis present an experiment carried out in a class of CE2-CM1 in Isère. It was centered around the practice of discussion with a philosophical aim (DPA) with beginners. At the beggining of the experiment the older pupils of CM1 were occupying most of the speech and the CE2 didn't seem to dare to intervene. The aim of the experiment has therefore been to help this pupils to find their place in the discussion. The work consisted in identifying the difficulties that prevented them to intervene and conceiving teachinch aids to supply before and during the DPA and in following of the evolution of the number of pupils who were intervening in the discussion. The number of pupils who were speaking increased during the experiment and finally reached 20 pupils out of 23.; Ce mémoire présentent une expérimentation effectuée dans une classe de CE2-CM1 en Isère. Il s'agit de la pratique de la Discussion à visée Philosophique avec une classe débutante. La problématique de recherche était centrée sur le partage de la parole entre les deux niveaux de laclasse car les CM1 occupaient une grande part des prises de parole. L'ambition a été d'accompagner les élèves petits-parleurs vers l'intervention au sein du groupe à travers différents dispositifs pédagogiques. Pour répondre à cet objectif, le travail a consisté d'abord à l'identification des difficultés rencontrées par les élèves qui n'intervenaient pas et ensuite à la concevoir des aides qui puissent leur être fournis avant et durant la DVP, et enfin au suivi l'évolution du nombre d'élèves intervenants dans la DVP. Le nombre d'élèves intervenants a augmenté tout au long de l'expérimentation, jusqu'à atteindre 20 élèves intervenants sur 23.

This dissertation focuses on philosophy in primary schools and more precisely on collective thought. The aim of the study is not to establish that dialogical collective thinking can improve individual thinking, but to present how pupils in CE2/CM1 develop collective ways of discovering, wondering and thinking in order to answer their questions. The collected data is the transcription of parts of oral interactions of three sessions that constitute a pedagogical unit of the syllabus. The data is analysed through various criteria: pupil’s oral participation, questions (number and type, according to Philip Cam’s classification) and categories of collaborative thinking capacity. The results show that the pupils can develop complex thinking through cooperative interactions.; Ce mémoire s’intéresse à la philosophie à l’école primaire et plus particulièrement à la pensée collective. À défaut de pouvoir démontrer que penser à plusieurs vu comme un dialogue peut contribuer à améliorer la pensée individuelle, cette étude présente la façon dont des élèves d’une classe de CE2/CM1 s’étonnent, se questionnent et pensent ensemble pour répondre à l’une de leurs questions. Les données collectées sont les transcriptions d’une partie des interactions orales de trois séances qui constituent une séquence. Elles ont été analysées à l’aide de différents critères : les prises de parole des élèves, leurs questions (nombre et type, selon la classification de Philip Cam) ainsi que des catégories d’habiletés de penser collaboratives. Les résultats mettent en évidence que les élèves sont non seulement capables de penser de manière complexe mais qu’ils le font de manière collaborative.

This master thesis presents an experiment of discussions with philosophical aim (DPA), conducted in a class of CM1-CM2, in a primary school of Grenoble. Spraid over 3 months, 7 sessions have been taken, transcribed and analyzed. This work establish a reflexion framework about the implementation of discussions (why and how lead them). It tries to answer to the following problem: how much quality improvements might be expected in DPA after repeating their process? Data analysis shows evolutions on many points: questioning, listening, expression and thinking skills of pupils. However, it underlines that DPA have to be led on long term in order to improve significantly and to reach the learning purposes. Nevertheless, pupils have improved their open-mindedness and gone a step further to wisdom which is desired by all the philosophers.; Ce mémoire fait état d'une expérimentation de Discussions à Visée Philosophique (DVP), réalisée en CM1-CM2 dans une école élémentaire de Grenoble. Réparties sur 3 mois, 7 séances ont été menées, retranscrites et analysées. Ce travail établit un cadre de réflexion autour de la mise en œuvre des discussions (pourquoi et comment les mener), et tente de répondre à la problématique suivante : dans quelle mesure peut-on attendre une évolution de la qualité des DVP dans leur déroulement répété ? L'analyse des données montre des évolutions au niveau du questionnement, de l'écoute, de l'expression et de la pensée des élèves. Mais elle conduit à conclure que les DVP doivent être menées sur du plus long terme pour évoluer plus nettement et pour atteindre les objectifs d'apprentissages fixés. Les élèves ont néanmoins gagné en ouverture d'esprit et ont fait un premier pas vers la sagesse, que recherchent tous les philosophes.