What does it mean to learn? Asking questions, thinking, learning from the point of view of philosophy for children
The purpose of this work is to support the thesis that we learn by thinking and we think when we ask questions, as opposed to the neoliberal thesis of learning by doing. A concept of education based on complexity is implied from this argumentation. Philosophy for children was used as a work methodol...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6521
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13540
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9689
https://repositorio.uptc.edu.co/handle/001/13540
- Palabra clave:
- philosophy, childhood, formal curriculum, questioning skills, to make
filosofía, niñez, currículo formal, habilidades de investigación, hacer
philosophie, enfance, programme formel, compétences d’interrogation, faire
filosofia, infância, currículo formal, habilidades de pesquisa, fazer
- Rights
- License
- Derechos de autor 2019 Pablo Flores del Rosario
| Summary: | The purpose of this work is to support the thesis that we learn by thinking and we think when we ask questions, as opposed to the neoliberal thesis of learning by doing. A concept of education based on complexity is implied from this argumentation. Philosophy for children was used as a work methodology. A hermeneutic exercise was carried out to interpret data and to analyze what children were discussing. Issues such as questioning skills, forms of relationships that show attitudes, knowing how to argue and how to present results were addressed. This text presents a session which allowed for a detailed presentation of the results of this exercise. |
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