Anda Fournel

• PhD Linguistics
• Researcher at Grenoble Alpes University

Starting from Lipman’s interest in acquiring a balance between the cognitive and affective, the conceptual and the perceptual in the practice of P4C, we explore some possibilities of integrating Betty Edwards’s framework for training perceptual skills as a means of enriching the traditional construction of problems in the community of philosophical...

Starting from Lipman’s interest in acquiring a balance between the cognitive and affective, the conceptual and the perceptual in the practice of P4C, we explore some possibilities of integrating Betty Edwards’s framework for training perceptual skills as a means of enriching the traditional construction of problems in the community of philosophical...

Nous proposons d’approfondir la compréhension de la conception des jeunes sur les ateliers de philosophie. Qu’est-ce que la philosophie pour eux ? Quels apports et apprentissages perçoivent-ils de celle-ci, à l’école et dans la vie en général ? Recueillir des données sur ces questions nous apparait primordial si nous souhaitons examiner si et dans...

How can we analyse the verbal interactions between children during philosophy workshops? This is the ambition of this interdisciplinary book, which brings together contributions from researchers in linguistics, philosophy, psychology, ergonomics, education sciences and communication, whose combined perspectives shed light on the same corpus of 'Phi...

Comment analyser les interactions verbales entre enfants lors des ateliers de philosophie ? C’est toute l’ambition de cet ouvrage inter­disciplinaire qui rassemble des contributions de chercheurs en sciences du langage, philosophie, psychologie, ergonomie, sciences de l’éducation et en communication, dont les perspectives croisées éclairent un même...

"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...

In the Philosophy for children (P4C) practices, which have grown significantly over the past two decades, children become the focus of educational attention that seeks to develop thinking through and in dialogue. Philosophy plays the role of a tool that would best achieve this goal. Some of the promises and expectations that P4C holds about the pla...

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...

"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...

The discursive and reflexive practices falling within Philosophy for children (P4C) program aim to enable children to develop autonomous and authentic thinking by transforming the class into a community of philosophical inquiry. The educational program’s initiators put forward the idea that learning to think cannot exclusively follow a rationality...

This study is part of a larger research on behavior questioning children during philosophical discussions at school. Verbalizations performed by pupils in primary and middle school bring to light some attitudes towards knowledge which refers to mind’s states such as astonishment, curiosity or understanding desire. This kind of attitude is rather...

Speech acts, mental acts and thinking skills in practices of philosophy for children. This paper aims to describe the links between speech acts 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...

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...

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...

The classroom can be transformed, as advocated M. Lipman, in a "community of philosophical inquiry" (CRP) as a framework for dialogical and interactional experiences. Collective reasoning may destabilize the individual rationality and thus promote the event of doubt. The purpose of this study is to examine the place of doubt as a mental state: Woul...