Does One Stand to Gain by Combining Art with Philosophy?
Journal of Education and Learning; Vol. 7, No. 4; 2018 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education Does One Stand to Gain by Combining Art with Philosophy? A Study of Fourth-Year College (13/14 Years of Age) Philosophical Writings Produced Within the PreCPhi/Philosophemes Corpus Hélène Maire1,2, Emmanuèle Auriac-Slusarczyk1, Bernard Slusarsczyk1, Marie-France Daniel3 & Cathy Thebault1 1 Laboratoire Activité Connaissance Transmission Education (EA 4281), Université Clermont Auvergne, Clermont-Ferrand, France 2 Laboratoire Lorrain de Psychologie et Neurosciences de la Dynamique des Comportements (EA 7489), Université de Lorraine, Nancy, France 3 Groupe de Recherche sur l’Ethique et l’Education Ethique, Université du Québec à Montréal, Québec, Canada Correspondence: Emmanuèle Auriac-Slusarczyk, Laboratoire Activité Connaissance Transmission Education (EA 4281), Université Clermont Auvergne, Clermont-Ferrand, France. Received: March 24, 2018 Accepted: April 15, 2018 Online Published: May 15, 2018 doi:10.5539/jel.v7n4p1 URL: https://doi.org/10.5539/jel.v7n4p1 Abstract Creative thinking is sometimes neglected by schools. Introducing philosophy in schools represents a commitment to balancing the development of logical and creative thinking, currently exercised only orally. In the present study, the focus is on writing. Firstly, the value of authentic pupil writings is underscored. The pupils and students studied wrote texts for “Adolescence et Société”, a magazine produced by researchers. 100 students’ works, written by philosophizing students in fourth-year college in France, culled from the PreCPhi/Philosophemes Corpus (1,300 texts collected from 43 classrooms) were studied in order to measure the progress of philosophizing students between a pre-test and a post-test following the introduction of a pedagogical tool that unites Art with Philosophy, Philo & Carto.
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