Higher order thinking and the role of investigative dialogue in doing philosophy at basic education
DOI:
https://doi.org/10.5902/2448065725101Keywords:
To do philosophy, Higher order thinking, LipmanAbstract
The scope of the present essay is to reconstruct the Lipmanian idea of higher order thinking, to characterize the role of dialogue in the process of doing philosophy at basic education and approach the teacher’s continuing education as a nontransferable task for the possibility of success in promotion of education for thinking. The essay is a partial result of a bibliographic research, of hermeneutical nature, linked to the project Policies for the Philosophy Teaching. The text is organized in three moments: initially it seeks to define the concept of "higher order thinking"; in a second moment, from Matthew Lipman (2008), it approaches the investigative dialogue as the core for the exercise of higher order thinking; finally, in the third moment, it deals with the challenges of the formation of basic education teachers so that they can conduct their work in a perspective of the critical-reflective paradigm of education for thinking.Downloads
References
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