Abstract
Philosophical dialogue requires an approach to teaching and learning in science that is
focused on problem posing and provides space for meaning making, finding new ways of thinking and understanding and for linking science with broader human experiences. This article explores the role that philosophical dialogue can play in science lessons and the contribution it can make to breaking down barriers between disciplines (why use philosophical dialogue). It then provides some examples of questions to stimulate philosophical dialogue and suggests some moves that
teachers can make to facilitate discussion in whole-class situations (how science teachers can use philosophical dialogue). It is argued that facilitated discussion of philosophical questions can help students to build connections between science, philosophy, and their own interests and experiences in science, other disciplines, and their lives.
focused on problem posing and provides space for meaning making, finding new ways of thinking and understanding and for linking science with broader human experiences. This article explores the role that philosophical dialogue can play in science lessons and the contribution it can make to breaking down barriers between disciplines (why use philosophical dialogue). It then provides some examples of questions to stimulate philosophical dialogue and suggests some moves that
teachers can make to facilitate discussion in whole-class situations (how science teachers can use philosophical dialogue). It is argued that facilitated discussion of philosophical questions can help students to build connections between science, philosophy, and their own interests and experiences in science, other disciplines, and their lives.
| Original language | English |
|---|---|
| Pages (from-to) | 35-43 |
| Number of pages | 9 |
| Journal | School Science review |
| Volume | 99 |
| Issue number | 368 |
| Publication status | Published - Mar 2018 |
