Lookup NU author(s): Dr Hanneke Jones
This paper, presented at the ‘Philosophy for Children – A Foundation for Pedagogic and Curriculum Change?’ symposium at the BERA 2008 conference, addresses ways in which social interaction within individual Community of Enquiry sessions can be identified as supporting the development of creative thinking. One of the claims made by Matthew Lipman about the Philosophy for Children approach is that it develops pupils’ ability to think creatively (2003). The extent to which this claim can be verified in a Community of Enquiry with children aged 5-7 years of age has been one of my research topics for a number of years (Jones, 2004). At this stage of the research, I used Conversation Analysis principles to inform the analysis of four Community of Enquiry sessions of which video data was available, in order to investigate to what extent social interaction processes could be seen to support creative thinking. In this paper findings will be presented of this stage in the research, and the following questions will be explored: -To what extent could Conversation Analysis principles be used to identify particular interactional features characteristic of this Community of Enquiry? -To what extent could Conversation Analysis principles be used to investigate interaction processes surrounding ‘instances of creative thinking’? -To what extent could Conversation Analysis principles be used to develop our understanding of creative thinking in the Community of Enquiry? The findings may be of interest to researchers in the fields of classroom discourse, dialogic teaching and learning methods including Philosophy for Children, and that of the study of creativity.
Author(s): Jones H
Publication type: Conference Proceedings (inc. Abstract)
Publication status: Published
Conference Name: British Educational Research Association
Year of Conference: 2008
Publisher: British Educational Research Association