Abstract
This last part of the book is focused on a project for students from 8 through 12 years of age. The project is based upon learning units: in the units brief excerpts taken from Plato’s philosophy are clarified through examples taken from the everyday life of the children, and questions are devised to make the students reflect on their own process of decision making, on the decisions made and on the nature of their reasons. The project creates the opportunity for students who attend schools in under-resourced and more privileged communities to reflect on the variety of perspectives necessary to solve problems successfully: they will work on the issues raised in the units relying on an extended community which interacts online.
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Notes
- 1.
On this project see also Saracco, Susanna 2016. “Learning from Childhood: Children Tell Us Who They Are Through Online Dialogical Interaction.” International Journal for Transformative Research 3 (1): 3–8 and Saracco, Susanna 2016. “Difference as a Resource for Thinking: An Online Dialogue Showing the Role Played by Difference in Problem Solving and Decision Making.” Metaphilosophy 47 (3): 467–476.
- 2.
The technological ensemble necessary to implement the project, and its transferability, have been discussed by Saracco, and Feenberg, Glass, Xin, Simon Fraser University, Vancouver. A detailed description of the technology utilized in the project is available from the author.
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Saracco, S. (2017). ADDENDUM: “Journey to Critical Inquiry”: Students’ Analyses of Scenarios Designed to Promote Collaborative Decision Making. In: Plato and Intellectual Development. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-52587-7_6
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