ABSTRACT

This paper is an account of a developmental action inquiry research project in which teachers from 13 secondary schools were trained to philosophize the Dialogos way with their 8th-grade students, as part of ongoing curriculum reforms in Norway. In the reforms, and in this paper, the themes of life skills and democratic citizenship are in the focus. The project’s guiding question reads: What are the challenges and developmental benefits – with regards to life skills and democratic citizenship – when training teachers to philosophize the Dialogos Way with their students? One of the main challenges was that teachers were assigned to the project by their employer; this made it difficult to unleash the full potential of the Dialogos process, as true philosophizing and dialogue cannot be forced onto someone. Despite this, there were clear developmental benefits that correspond to aspects of the respective themes. The conclusion is that training teachers to philosophize the Dialogos way with their students seems to be a fruitful way to integrate aspects of life skills and democratic citizenship into the national curriculum.

摘要

本文介绍了一个发展性行动探究研究项目，作为挪威正在进行的课程改革的一部分，来自 13 所中学的教师接受了与他们的 8 年级学生一起对 Dialogos 方式进行哲学培训的培训。在改革和本文中，生活技能和民主公民的主题是重点。该项目的指导性问题是：在培训教师与学生一起对 Dialogos 方式进行哲学思考时，在生活技能和民主公民方面有哪些挑战和发展益处？主要挑战之一是教师被雇主分配到项目中；这使得 Dialogos 进程的全部潜力难以发挥，因为不能将真正的哲学思考和对话强加给某人。尽管如此，有与各自主题的各个方面相对应的明显的发展益处。结论是，培训教师与学生一起思考对话方式似乎是将生活技能和民主公民的各个方面纳入国家课程的一种富有成效的方式。