« Nul n’entre ici s’il n’est géomètre ». Mathématiques, sciences et philosophie à l’école élémentaire : instaurer un nouveau rapport au savoir grâce à des discussions à visée philosophique sur des questions d’épistémologie

Abstract

The various recent concerning searches the « discussions with philosophic aim » demonstrated that it was possible to begin to learn to philosophize from the primary school. By the regular implementation of sessions, young pupils learn to problématiser, to conceptualize and to argue of big universal questions touching the human condition. It is the didactics of the philosophy that so developed these last years. The present article goes out of the precise frame of the didactics of to philosophize to be interested in the consequences, in the effects, which these studios can have on the other school disciplines, and in particular on the Sciences and the Mathematics. Can the implementation of discussions with philosophic aim about questions of epistemology allow to develop the representations of the pupils concerning these disciplines? Have they positive consequences on certain types of difficulties and blockings? Why and on what conditions the "DVP" do they allow to establish a new reportin the knowledge, to give more sense to the wanted activities and so facilitate the success of the pupils?

Keywords

• philosophy (teaching/education/relationship)