Estudiando el contexto educativoel proyecto filosofía para niños y niñas en el clima social de aula

Resumen

The school involves a set of factors, of specific and concrete human relations that make up a culture (if by culture we mean the network of human relations that can determine certain structures and facilitate or interfere not only with ones relations, but also with teaching and learning itself). Taking as starting point the description and review of the teaching experience achieved with the project Philosophy for Children together with the research carried out on this subject from the 1970's, our aim was to study in depth contextual aspects that might be affected by the project's application. We thus set out to study the effect of Matthew Lipman's 1969 educational project "Philosophy for Children" on the classroom's social climate. For this purpose, a quasi-experimental study was designed to evaluate social climate (using Moos and Trickett's CES scale), and groups' cohesion level (based on a sociometric analysis of each group) in 4th year secondary education classrooms. We then compared groups with and without experience in developing the Philosophy for Children project. The results allow us to conclude that the project's application has a positive effect both on the classroom's social climate and the group/classroom cohesion level