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Philosophizing with Children in the Community of Inquiry: Uncertainty as Medium for Connected and Complex Thinking and Speaking

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Abstract

The integration of philosophizing with children into learning and teaching in primary school helps promote the development of complex thinking and speaking. A comparative analysis of the language used during philosophical inquiry and during subject teaching provides empirical insight into the potential of philosophical inquiry to promote language development in the context of continuous language education.

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Notes

  1. 1.

    The transcription of discussions was based on simplified transcription rules drawing on Kuckartz et al. (2008, 27). Since no analysis of phonological characteristics of statements was required here, there was no need for a complex transcription system.

  2. 2.

    The transcripts were analysed by Paulin Dwenger and Alexander Worch as part of their Master’s theses.

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Authors and Affiliations

  1. Hamburg University of Applied Sciences, Hamburg, Germany

    Katrin Alt

  2. University of Hamburg, Hamburg, Germany

    Kerstin Michalik

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  1. Katrin Alt
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  2. Kerstin Michalik
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Correspondence to Katrin Alt .

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Editors and Affiliations

  1. Naples, Italy

    Enrico Postiglione

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Alt, K., Michalik, K. (2022). Philosophizing with Children in the Community of Inquiry: Uncertainty as Medium for Connected and Complex Thinking and Speaking. In: Postiglione, E. (eds) Fostering Inclusion in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-07492-9_9

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  • DOI: https://doi.org/10.1007/978-3-031-07492-9_9

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