Category Archives: Socratic Seminars

Discussing Religion – Discourses in Plans for Thoughtful Dialogues

Didactics, General Pedagogics, Okategoriserade, Social Science And Theology, Socratic Seminars, Thinking Classrooms

Paper presented at ECER, the European Conference on Educational Research, 8-11 September 2015, Budapest, Hungary.

By: PhD Ann S. Pihlgren, Ignite Research Institute, Master of Theology Malin Pihlgren Nylander, Church of Sweden.

Read the paper: Pihlgren & Pihlgren Discussing religion – discourses in thoughtful dialogues with students

See slide show: Presentation Discussing religion ECER

Abstract

This paper analyzes discourses in method materials for thoughtful dialogues in the classroom. It focuses on materials presenting religious and moral subjects. ‘Thoughtful dialogues’ refers to a family of interrelated methods for philosophizing with students, e.g. philosophy for/with children, and Socratic seminars, using open-ended questions, and an investigating and collaborative interlocution. The questions guiding the study were:

  • What discourses can be found in methodological materials for thoughtful dialogue addressing the subject religion?
  • Are questions in the materials used to address faith, morality, and teaching? If so, how?
  • How are the discourses found in the methodological materials related to the discourses in religious education in a highly secularized country (Sweden)?

In this study a social constructionist/poststructuralist approach is taken, where knowledge is considered contextual and social, and where an action or stance therefore can be considered as impossible or natural depending on how the world is perceived within the dominating discourse. Our analysis was carried out by using a revised version of Fairclough’s (2013) three-dimensional conception of discourse, presenting an analytical frame for empirical discourse research: Analysis of texts, of discursive practice, and of discursive events as instances of social practice.

The results show three discourses in the material. The discourse of critical thinking in school is the most frequent, and aims at transforming teaching. Faith is normally not a part of the agenda. The teaching philosophy in school discourse does not address faith, and moral questions and the egalitarian dialogue are elements used to justify the teaching of philosophy in school. The third discourse addresses faith and suggests a critical thinking in religion discourse, challenging the present hegemonic discourse in western societies. Religious education in secular countries tends to focus on teaching about the world religions from an outsider’s perspective whereas the methodological materials for thoughtful dialogues tend to focus on moral questions when exploring religious texts.

Religious education in school could be considered from two factors: 1.) The attitude toward questions of faith and 2.) The approach to knowledge. Questions of religious faith might be addressed in education, or not. Knowledge might be seen from a fundamentalist point of view, where a set of true facts are presented to the students, or, as in the opposite position, attaining knowledge includes critically examination of facts and values. This will give four different approaches to religious education in school: Dogmatic religion, dogmatic atheism, examining theology, or examining philosophy excluding theology.

Questions of faith and religion need to be discussed with others: Thoughtful dialogues could be used in classrooms and other contexts for dialogues about faith, and religious and theological questions, and thus helping the individual to form a relationship or grounded base on which he or she can reflect on matters of faith and belief or disbelief, both on her or his own and with others. This approach is in accordance with the UN Convention on the Rights of the Child.

Socratic Dialogue in Education of Children Diagnosed with Autism Spectrum Disorder (ASD)

Didactics, General Pedagogics, Socratic Seminars, Thinking Classrooms

Paper presented t the ICOT, The International Conference o Thinking, 1st of July 22015, In Bilbao, Spain, by Assistant professor Ali Nouri, Malayer University, Iran, and Research Director Dr Ann S. Pihlgren, Ignite Research Institute, Sweden.

Read the paper: Dialogue and Autism Noori, Pihlgren

See slideshow: An overview Noori Pihlgren

Abstract

This paper presents the theories and rationales guiding a forthcoming project of testing a dialogic program, using Socratic dialogue, to enhance social and emotional abilities of children diagnosed as autistic. The main study will be performed next year. The aim of this paper is to outline and examine the possibilities of Socratic dialogue as a basis for pedagogical thinking and practice when teaching students with autism, and to present a model for doing so in remedial classes. First, an introduction of the Autism Spectrum Disorders (ASDs), and the current educational interventions for children diagnosed with these disabilities is presented, using research from different sources. Research results from using Socratic dialogues as a pedagogical method with students in regular classes is presented, showing that systematic Socratic dialogue enhance the social and emotional skills of students, as well as their critical thinking. This is followed by a discussion where we show the potential advantages of dialogic learning as an effective strategy for intervention and remidiation of individuals diagnosed with autism. The hypothesis is that Socratic Dialouge can be used to enhance the social and emotional development also of children diagnosed as autistic. The argument is presented based on evidences on the impact of dialogue on typical and atypical students’ learning and thinking. It is generally considered that the social nature of dialogic learning may equip children with specific abilities to effectively interact with others and perceive their emotions. However, the method might have to be revised to function with children diagnosed as autistic. Accordingly, the paper ends by introducing a dialogue based teching design that is compatible for children diagnosed with ASD, using weekly seminars in class.

(Svenska) Vad talas det inte om i dagens skola? Sokratiskt samtal med skolledare i Sollentuna

Didactics, General Pedagogics, Leadership, Socratic Seminars

Lyssna på ett sokratiskt samtal om det som INTE diskuteras i dagens skola. En spännande reflekterande dialog mellan skolledarna Monica Åkerberg, Anders Bjur, Christina Lundström och Anette Lundqvist som alla arbetar som skolledare i Sollentuna kommun som tillsammans med handledarna Ann S. Pihlgren och Hans Fröman filosoferar tillsammans.

Lyssna på Skolledarpodden nr 3 på: http://www.sollentuna.se/Sollentuna-kommun/Barn–utbildning/Mal-och-kvalitet-i-skolan/Utvecklingsarbete/Skolledarpodden/

Thoughtful Dialogue and Socratic Seminars – Students’ reading comprehension

Didactics, General Pedagogics, Other, Socratic Seminars

Paper, slides from keynote speach, and workshop at the Conference Philosophy of Education in Practice at Kharazmi University and at Shiraz University, October 2014.

Abstract

Research about philosophy of education in action, used in schools as thoughtful, or Socratic, dialogues, shows that student abilities to read and analyze texts progress (Orellana, 2008, Pihlgren, 2008, Robinsson, 2006). The dialogue will help students to develop a sophisticated and identificatory reading. They will learn to organize their reading more systematic (Robinsson, 2006). Other communicative abilities will develop by using thoughtful dialogues, like listening to and understanding others, expressing and underpinning ideas in speech and writing, to cooperate with others, and to build on the ideas of others to develop ones’ own (Billings & Fitzgeralds, 2002, Pihlgren, 2008). The dialogue will also have effects on the ability to solve problems and think critically (Orellana, 2008).

Read paper: Thoughtful Dialogue and Socratic Seminars Students reading comprehension

See keynote slideshow: Thoughtful Dialogues and Socratic Seminars Slideshow

See workshop slideshow: Workshop Reading Comprehension

Introduction to Socratic Seminars with seminar plan Scissors by Emilia Pardo-Bazán

Socratic Seminars

See an introduktion to Socratic seminars at Colegio Lope de Vega in Benidorm, Spain. PhD Ann S. Pihlgren introduces the socratic seminars to the teachers. The session is held in English and interpreted to Spanish:

Here you find the text Scissors, by the Spanish writer Emilia Pardo-Bazán in English: Scissors

Here you find the plan for the Socratic seminar Scissors in English: Socratic Seminar Plan Scissors

The Spanish text Las Tijeras: Las tijeras

The Socratic seminar plan for Las Tijeras in Spanish: Planificación de Las Tijeras

The Swedish text Saxen: Sokratiskt samtal om Saxen

The Swedish plan for a Socratic seminar on Saxen: Saxen Planering sokratiskt samtal

FACTS
The countess Emilia Pardo-Bazán (La Coruña 1851-Madrid 1921) was a Spanish professor in history of literature, as well as an author and poet. She is regarded as a tentative realist and is especially appreciated for her vivid portrayals of the life of the people. Scissors is one of her short stories, an art form that she considered to be the most versatile and free literary genre.
Spanish short stories have a long and rich tradition. The short tales originated in Persia and became part of the Spanish culture with the Islamic conquest of Spain – or Al-Andalus, the Arabic name of the Iberian Peninsula – in the 8th century. The great caliphate in Córdoba had excessive libraries and the books later became the first to be translated to a European language, Spanish, by the young Infant (successor of the throne) Alfonso, later Alfonso X, in the 13th century.
The Spanish novel often deals with subjects that show contrasts between the ideal and the reality, often depicting individuals with simple backgrounds showing everyday wisdom. A version of the short story is the Spanish picaresque (picaresco), a novel built on several episodes, where the plot is kept together by a main character – a scoundrel, loafer, or a villain. A famous example is the well-known Don Quijote by Miguel Cervantes, whose house still can be seen in Altea’s old town.

Discussing Religion – discourses in thoughtful dialogues with students

Didactics, General Pedagogics, Socratic Seminars, Thinking Classrooms

Read the paper: Paper Pihlgren Discussing religion – discourses in thoughtful dialogues with students

Paper presented by PhD Ann S. Pihlgren & Master of Theology Malin Pihlgren at the 5th Conference of Philosophy of Education Society of Iran at Shahid Bahonar University of Kerman, Iran 2014-05-21—23.

See the slide show: Presentation Discussing religion Kerman

Abstract

This paper analyzes discourses in method materials for thoughtful dialogues in the classroom. It focuses on materials presenting religious and moral subjects. ‘Thoughtful dialogues’ refers to a family of interrelated methods for philosophizing with students, e.g. philosophy for/with children, and Socratic seminars, using open-ended questions, and an investigating and collaborative interlocution. The questions guiding the study were:

 What discourses can be found in methodological materials for thoughtful dialogue addressing the subject religion?

 Are questions in the materials used to address faith, morality, and teaching? If so, how?

 How are the discourses found in the methodological materials related to the discourses in religious education in a highly secularized country (using Sweden as an example)?

In this study a social constructionist/poststructuralist approach is taken, where knowledge is considered contextual and social, and where an action or stance therefore can be considered as impossible or natural depending on how the world is perceived within the dominating discourse. Our analysis was carried out by using a revised version of Fairclough’s (2013) three-dimensional conception of discourse, presenting an analytical frame for empirical discourse research: Analysis of texts, of discursive practice, and of discursive events as instances of social practice.

The results show three discourses in the material. The discourse of critical thinking in school is the most frequent, and aims at transforming teaching. Faith is not a specific issue here. The teaching philosophy in school discourse does not address faith and moral questions or the egalitarian dialogue are elements used to justify the teaching of philosophy in school. The third discourse addresses faith and suggests a critical thinking in religion discourse, challenging the present hegemonic discourse in western societies. Religious education in secular countries tends to focus on teaching about the world religions from an outsider’s perspective whereas the methodological materials for thoughtful dialogues tend to focus on moral questions when exploring religious texts.

Religious education in school could be considered from two factors: 1.) The attitude toward questions of faith and 2.) The approach to knowledge. Questions of religious faith might be addressed in education, or not. Knowledge might be seen from a fundamentalist point of view, where a set of true facts are presented to the students, or, as in the opposite position, attaining knowledge includes critically examination of facts and values. This will give four different approaches to religious education in school: Dogmatic religion, dogmatic atheism, examining theology, or examining philosophy excluding theology.

Questions of faith and religion need to be discussed with others: Thoughtful dialogues could be used in classrooms and other contexts for dialogues about faith, and religious and theological questions, and thus helping the individual to form a relationship or grounded base on which he or she can reflect on matters of the faith and belief or disbelief. This approach is in accordance with the UN Convention on the Rights of the Child.