Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years

Marie France Daniel*, Louise Lafortune, Richard Pallascio, Laurance Splitter, Christina Slade, Teresa De La Garza

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

27 Citations (Scopus)


This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges among the pupils (at the beginning, middle and end of the school year). Analysis of the transcripts revealed that: (1) critical thinking appears to the extent that a 'dia-logue is established among pupils; (2) on the cognitive level, dialogical critical thinking is comprised of four thinking modes: logical, creative, responsible and meta-cognitive; and (3) on the epistemological level, dialogical critical thinking is only manifested in a context where egocentricity of perspective and relativism of beliefs are transcended.

Original languageEnglish
Pages (from-to)334-354
Number of pages21
JournalCommunication Education
Issue number4
Publication statusPublished - Oct 2005


  • Critical Thinking
  • Discussion
  • Philosophical Dialogue
  • Philosophy for Children


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