Écrire dans le cadre d'ateliers philosophiques avec des élèves de cycle 3. Le cas de la problématisation

Abstract

Philosophical practices with students, which today have their own didactics, mainly refer to oral practices. Yet, writing is fundamental for the emergence of rational thought and for learning in general. Moreover, the mode of teaching/learning and evaluation of philosophy in the final year of high school is essentially through writing. If we are to follow this institutional perspective, then we must recognize the importance of the emergence of a didactic of philosophical writing. This article is part of a doctorate in educational sciences dealing with the conditions of possibility of such a didactic of philosophical writing in cycle 3 (end of primary schools, beginning of secondary school). The aim here is to report on a system set up in a cycle 3 class, with CM1/CM2 pupils, which leads them to write questions with a philosophical aim and to question these questions in order to make them problematic.

Keywords

• philosophy (teaching/education/relationship)
• writing and reading
• problem and problematization
• primary and elementary education
• educational research