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Article

French

ID: <

10670/1.tuejtr

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Learning to Philosopher at Primary School: a “philosophical propaganda”?

Abstract

`titreb Teaching Philosophy to Primary School Children : a “Philosophical Propaedeutic” ? `/titreb Confronted with increasing difficulties teaching philosophy in the final year (terminale) of the lycée (last three years of secondary school, or high school), and with the call for the institution of a “philosophical propaedeutic” (Jamet, 1990), philosophy has extended some of its practices to primary school. But can these practices truly claim to constitute a philosophical propaedeutic answering the demands of the teaching of philosophy in the final year of secondary school ? To explore this issue, we have used Michel Tozzi’s philosophical matrix (1993), supported by the research of Galichet (1996) and that of Léonardy (1993), among others. We set up an experimental framework within a CM2 (final year of primary school) class in order to see whether a philosophical practice such as that of the philosophical discussion could answer such requirements. This paper summarises our results.

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