How do children form philosophical questions and how do such questions evolve when Learners reason collectively?
Résumé
At school, children are traditionally encouraged to give answers rather than ask questions. Thus they may be interested in knowledge but not in knowing. But questioning, as well as curiosity and astonishment, are important skills in learning. Questions lead us to experience our own thought : reflect, doubt, inquiry, arguing about opinions and challenging ideas, and confronting them with peers’ thoughts. Helping children to learn how to think by themselves, through philosophical dialogue, is one of the main aims of an innovative teaching practice called “Philosophy for Children”. Questioning, as a philosophical reflection, includes both an emotional dimension and an intellectual one. We know that questioning is no longer a spontaneous mental act for learners from the third year of primary school (Dewey, 1916, Lipman & al., 1980, Daniel, 2008). But what about astonishment? Is there still present? We would like to understand how learners form and develop their questioning, when thinking together during philosophical discussions.
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