L’intérêt de la DVP pour (re)donner du sens aux apprentissages

• Main Author: Olivier Blond-Rzewuski
• Format: Article
• Language: fra
• Published: Presses universitaires de la Méditerranée 2019-09-01
• Series: Éducation et Socialisation
• Subjects: Philosophy for Children; learning modality; learner posture; reading comprehension; primary school
• Online Access: http://journals.openedition.org/edso/7190

The fight against social and school inequalities requires rethinking the relationship to knowledge. Teaching philosophy for children can be considered as a lever to reflect on the meaning of the word “learning” by developing their posture as learner. This article is based on a long teaching experience within the French elementary school system and more specifically with children living in “priority education zones” (the “REP +” zones). The discussion with a philosophical purpose (“DVP”) can be a tool for other disciplinary fields and is proving to be a vector of the desire to learn for children children who are particularly vulnerable academically and socially. Philosophy is therefore seen as a "learning modality". Through an original approach, with Lipmannian connotation, the goal is to promote or develop the "student posture" of pupils, somewhat using a pedagogy of astonishment or enigma. An illustration of this approach is proposed as part of reading in Cycle 3.