Avklaring og prøving: Filosofisk samtale og Tren tanken som utforskende arbeidsmåter
DOI:
https://doi.org/10.5617/pri.9700Abstract
The article (“Clarifying and examining”) discusses the two method concepts Philosophical Inquiry (FS) and Teaching Thinking (TT) as exploratory methods in relation to the curriculum's requirements for exploration as a central method in the primary school’s RE-subject (KRLE) in Norway. The argument is that evaluation of all teaching methods in KRLE must consider the Bildung challenges in which this particular subject stands, seen in particular the teacher’s balancing between commitment and caution. The article argues that both FS and TT function well in that regard. The two method concepts complement each other and can promote both clarifying and examining practices. FS can use the more focused program in TT to help students stick to the actual case and help to learn solid content knowledge. TT can learn from the form of the philosophical conversation and break with traditions that inhibit active learning and critical thinking. It is essential that the activities of all kinds in this school subject are examining in a valuational way: Students shall take a stand, justify, and assess.
Keywords: Inquiry, explorative methods, Bildung, philosophy for children, dialogue, RE in the Norwegian school (KRLE), deep learning
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