thinking with perceptual skills in philosophy for and with children (p4wc)

anda fournel; ileana dascălu

doi:10.12957/childphilo.2025.89060

Autores/as

anda fournel Grenoble Alpes University https://orcid.org/0000-0002-3190-3785
ileana dascălu University of Bucharest https://orcid.org/0009-0003-6473-1988

DOI:

https://doi.org/10.12957/childphilo.2025.89060

Palabras clave:

pensamiento multidimensional, filosofar encarnado, dibujo, habilidades perceptivas, betty edwards

Resumen

Partiendo del interés de Lipman por adquirir un equilibrio entre lo cognitivo y lo afectivo, lo conceptual y lo perceptivo en la práctica de la FpN, exploramos algunas posibilidades de integrar el marco de Betty Edwards para el entrenamiento de habilidades perceptivas como medio par enriquecer la construcción tradicional de problemas en la comunidad de indagación filosófica (CIF). Para ello, establecemos un paralelismo entre los puntos de vista de Lipman y Sharp sobre el pensamiento multidimensional y las percepciones del aprendizaje corporizado y el filosofar, desde el uso de gestos, ilustraciones artísticas y teatro, hasta el dibujo en el currículum, con el fin de sugerir formas de enriquecer los planes de discusión en la CIF. A menudo, la compatibilidad entre el enfoque de pensamiento multidimensional en la FpN y un aprendizaje más experiencial y encarnado es natural: por ejemplo, el pensamiento afectuoso, que implica el desarrollo de actitudes morales y de una conciencia relacional, puede necesitar más atención a la expresión de las emociones de los niños, y movilizar más estímulos para complementar el diálogo tradicional. La interdependencia entre la problematización, la creatividad y la afectividad también puede ilustrarse con ideas del método de Betty Edwards de formación de habilidades perceptivas: nuestro objetivo es utilizar el método como recurso para el desarrollo de problemas filosóficos en la CIF. Argumentamos que, además de construir una mejor relación con la propia creatividad, aprender a ver mejor puede traducirse en una mejor comprensión del proceso de construcción de problemas filosóficos, e, inspirados por las habilidades específicas de percepción desarrolladas por el método, podemos añadir un marco más relacional y situado para el cuestionamiento filosófico.

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Biografía del autor/a

anda fournel, Grenoble Alpes University

Anda Fournel, PhD in Language Sciences and graduate in Philosophy and Educational Sciences, is currently a researcher at Grenoble Alpes University, LIDILEM Laboratory (Laboratoire de linguistique et didactique des langues étrangères et maternelles), in France, and an associate researcher at the Collectif d.phi, an international group of researchers and practitioners working on the development and study of philosophical dialogue practices. Her research focuses on doubt, questioning, the role of gestures and imagination, and bodily involvement in the development of thought in dialogue. Through an interdisciplinary analysis, she also examines the links between the cognitive and social dimensions of these practices, looking at common problems in communities of philosophical inquiry. She has been practicing Philosophy for children since 2010 and is involved in training in philosophical dialogue, working with various partners (schools, theatres, museums, hospitals, etc.).

ileana dascălu, University of Bucharest

Ileana Dascălu obtained her PhD in philosophy from the University of Bucharest with a thesis on equality of opportunity and intergenerational justice. She is currently working at the Faculty of Philosophy, Department for Practical Philosophy and the History of Philosophy, as well as the UNESCO Chair for Interculturality, Good Governance and Sustainable Development. Over the past few years, her research has focused on philosophy of education, in particular on topics such as: the role of liberal education in the development of human personality, the transmission of cultural heritage through education, and the philosophy of John Dewey.

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thinking with perceptual skills in philosophy for and with children (p4wc)

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anda fournel, Grenoble Alpes University

ileana dascălu, University of Bucharest

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