A framework for facilitating classroom dialogue

Research output: Contribution to journalArticleResearchpeer-review

26 Citations (Scopus)

Abstract

Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator-illustrated with suggestive scripts-is to help the participants move their dialogue through the stages of the framework and to model and prompt good social and cognitive dialogue moves within each stage, until the participants learn to become self-managed.

Original languageEnglish
Pages (from-to)59-84
Number of pages26
JournalTeaching Philosophy
Volume30
Issue number1
DOIs
StatePublished - 1 Jan 2007

Fingerprint

dialogue
classroom
Classroom Dialogue
evidence
Social Good
Philosophical Dialogue
Creative Thinking
Critical Thinking
John Dewey
Prompts

Cite this

@article{cb07c83cbcd346478271c386f4d7f71c,
title = "A framework for facilitating classroom dialogue",
abstract = "Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator-illustrated with suggestive scripts-is to help the participants move their dialogue through the stages of the framework and to model and prompt good social and cognitive dialogue moves within each stage, until the participants learn to become self-managed.",
author = "Maughn Gregory",
year = "2007",
month = "1",
day = "1",
doi = "10.5840/teachphil200730141",
language = "English",
volume = "30",
pages = "59--84",
journal = "Teaching Philosophy",
issn = "0145-5788",
publisher = "Philosophy Documentation Center",
number = "1",

}

A framework for facilitating classroom dialogue. / Gregory, Maughn.

In: Teaching Philosophy, Vol. 30, No. 1, 01.01.2007, p. 59-84.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - A framework for facilitating classroom dialogue

AU - Gregory, Maughn

PY - 2007/1/1

Y1 - 2007/1/1

N2 - Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator-illustrated with suggestive scripts-is to help the participants move their dialogue through the stages of the framework and to model and prompt good social and cognitive dialogue moves within each stage, until the participants learn to become self-managed.

AB - Classroom dialogue can be democratic and evidence critical and creative thinking, yet lose momentum and direction without a plan for systematic inquiry. This article presents a six-stage framework for facilitating philosophical dialogue in pre-college and college classrooms, drawn from John Dewey and Matthew Lipman. Each stage involves particular kinds of thinking and aims at a specific product or task. The role of the facilitator-illustrated with suggestive scripts-is to help the participants move their dialogue through the stages of the framework and to model and prompt good social and cognitive dialogue moves within each stage, until the participants learn to become self-managed.

UR - http://www.scopus.com/inward/record.url?scp=79956320260&partnerID=8YFLogxK

U2 - 10.5840/teachphil200730141

DO - 10.5840/teachphil200730141

M3 - Article

VL - 30

SP - 59

EP - 84

JO - Teaching Philosophy

JF - Teaching Philosophy

SN - 0145-5788

IS - 1

ER -