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Marie-France Daniel [37]Michael E. Daniel [33]Mano Daniel [12]Michael Daniel [6]
Monodeep Daniel [3]Mirman Daniel [2]M. R. Daniel [2]Mullens Daniel [2]

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  1. Philosophy, Critical Thinking and Philosophy for Children1.Marie-France Daniel & Emmanuelle Auriac - 2011 - Educational Philosophy and Theory 43 (5):415-435.
    For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy.
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  2. Philosophy, Critical Thinking and Philosophy for Children1.Marie Daniel & Emmanuelle Auriac - 2011 - Educational Philosophy and Theory 43 (5):415-435.
     
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  3.  16
    La philosophie et les enfants.Marie-France Daniel - 1998 - Montréal : Éditions Logiques.
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  4. Learning to Dialogue in Kindergarden, A Case Study.Marie-France Daniel - 2006 - Analytic Teaching and Philosophical Praxis 25 (3):23-52.
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  5.  39
    Modeling the development process of dialogical critical thinking in pupils aged 10 to 12 years.Marie-France Daniel, Louise Lafortune, Richard Pallascio, Laurance Splitter, Christina Slade & Teresa de la Garza - unknown
    This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges among the (...)
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  6. Improving Emotion Comprehension and Social Skills in Early Childhood through Philosophy for Children.Marta Giménez-dasí, Laura Quintanilla & Marie-France Daniel - 2013 - Childhood and Philosophy 9 (17):63-89.
    The relationship between emotion comprehension and social competence from very young ages has been addressed in numerous studies in the field of developmental psychology. Emotion knowledge in childhood seems to have its roots in the conversations and explanations children hear about what emotions are and how to manage them. Given that behavioral interventions often do not achieve medium-term improvements or generalization to other contexts, this study evaluates the results of an intervention using the Thinking Emotions program. This program uses Philosophy (...)
     
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  7.  58
    The Fallacy of Composition.James E. Gough & Mano Daniel - unknown
    The fallacy of composition involves differing relationships of parts to wholes complicated by the problem of group ambiguity. Our discussion begins with a brief diagnosis of important features of the fallacy. We consider a common implicit assumption and the main factors that contribute to its acceptability. Our focus will be on illuminating some common strategies rather than formal material conditions for the fallacy. This is to facilitate the critical discussion of possibilities for this fallacy.
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  8. Quelles relations entre le développement de la pensée critique dialogique et les représentations sociales des jeunes analysées sous forme de « scènes » ? Étude de cas chez des adolescents marocains Recherches en Éducation, 41, 126-145.Marie-France Daniel - 2020 - Recherches En Education 41:126-145.
    Cet article se base sur des résultats d’enquête récents montrant que, chez des adolescents marocains âgés de dix à dix-huit ans, les manifestations de pensée critique dialogique se si-tuent majoritairement dans une « perspective épistémologique » appelée « relativisme » par un modèle développemental élaboré dans les quinze dernières années avec la méthode de la théorie ancrée. Pour comprendre ces résultats de recherche, qui contrastent avec ceux obte-nus auprès d’adolescents québécois et français appartenant aux mêmes groupes d’âge, nous décrivons, dans (...)
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  9.  39
    The Developmental Dynamics of a Community of Philosophical Inquiry in an Elementary School Mathematics Classroom.Marie-France Daniel, Louise Lafortune, Richard Pallascio & Michael Schleifer - 2000 - Thinking: The Journal of Philosophy for Children 15 (1):2-9.
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  10. Philosophy for Children Adapted to Mathematics:: A Study of its Impact on the Evolution of Affective Factors.Louis Lafortune, Marie-France Daniel, Pierre Mongeau & Richard Pallascio - 2003 - Analytic Teaching and Philosophical Praxis 23 (1):10-25.
     
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  11.  15
    Phenomenology of the cultural disciplines.Mano Daniel & Lester Embree (eds.) - 1994 - Boston: Kluwer Academic Publishers.
    Phenomenology of the Cultural Disciplines is an interdisciplinary study, reflecting the recent emergence of various particular forms of `phenomenological philosophy of ...'. Included are such fields as psychology, social sciences and history, as well as environmental philosophy, ethnic studies, religion and even more practical disciplines, such as medicine, psychiatry, politics, and technology. The Introduction provides a way of understanding how these various developments are integrated. On the basis of a Husserlian notion of culture, it proposes a generic concept of `cultural (...)
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  12.  19
    Bedside Resource Stewardship in Disasters: A Provider’s Dilemma Practicing in an Ethical Gap.Michelle Daniel - 2012 - Journal of Clinical Ethics 23 (4):331-335.
    During disasters, clinicians may be forced to play dual roles, as both a provider and an allocator of scarce resources. At present, a clear framework to govern resource stewardship at the bedside is lacking. Clinicians who find themselves practicing in this ethical gap between clinical and public health ethics can experience significant moral distress. One provider describes her experience allocating an oxygen tank in the intensive care unit at a hospital in Port-au-Prince, Haiti, immediately following the 2010 earthquake. Using a (...)
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  13. Pupils ’Age and Philosophical Praxis: Two Factors that Influence the Development of Critical Thinking in Children‘.Marie-France Daniel & Mathieu Gagnon - 2012 - Childhood and Philosophy 8 (15):105-130.
    One of the fundamental objectives of Philosophy for Children is the cognitive development of elementary and secondary school pupils. In this text, we examine to what extent the age of the children and the number of years of praxis in P4C influence the development of their critical thinking. To do so we used, as an analysis grid, the model of the developmental process of dialogical critical thinking that emerged from the analysis of transcripts of exchanges among pupils aged 4 to (...)
     
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  14. Philosophy of Mathematics in the Classroom.Maria Teresa de la Garza, Christina Slade & Marie-France Daniel - 2000 - Analytic Teaching and Philosophical Praxis 20 (2):88-104.
  15.  44
    The Impact of Philosophical Discussions on Moral Autonomy, Judgment, Empathy and the Recognition of Emotion in Five Tear Olds.Michael Schleifer, Marie-France Daniel, Emmanuelle Peyronnet & Sarah Lecomte - 2003 - Thinking: The Journal of Philosophy for Children 16 (4):4-12.
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  16.  47
    Grounded theory. A research method for advancing the comprehension of p4c’s processes.Marie-France Daniel - 2018 - Childhood and Philosophy 14 (29).
  17. Evolution of Pupil’s Attitudes to Mathematics When Using a Philosophical Approach.Louise Lafortune, Marie-France Daniel, Richard Pallascio & Michael Schleifer - 2000 - Analytic Teaching and Philosophical Praxis 20 (1):46-63.
     
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  18.  30
    Magnetoacoustic effects with a parallel magetic field in lead and cadmium.L. Mackinnon, M. T. Taylor & M. R. Daniel - 1962 - Philosophical Magazine 7 (75):523-527.
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  19. Philosophy for Children: The Continuation of Dewey's Democratic Project.Marie-France Daniel, Michael Schleifer & Pierre Lebouis - 1992 - Analytic Teaching and Philosophical Praxis 13 (1).
    Matthew Lipman is an American philosopher who conceived, in the 1970s, a method to help children think in an autonomous, critical and reasonable way. This method is a global approach which aims to develop the personal as well as the intellectual, the moral and the social aspects of the person; it is an educative project in the broad sense of the term. This holistic project takes the form of a program of philosophy for students from five to fifteen years old. (...)
     
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  20. The Antlnomy of Language Policy.M. Weinstock Daniel - 2003 - In Will Kymlicka & Alan Patten, Language Rights and Political Theory. Oxford University Press. pp. 250.
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  21.  23
    The magnetoacoustic effect and the Fermi surface of cadmium.M. R. Daniel & L. Mackinnon - 1963 - Philosophical Magazine 8 (88):537-552.
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  22. The Development of Dialogical Critical Thinking in Children.Marie-France Daniel, Louise Lafortune & Pierre Mongeau - 2003 - Inquiry: Critical Thinking Across the Disciplines 22 (4):43-55.
    In this paper, we study the manifestations of what we call “dialogical critical thinking” in elementary school pupils when they are engaged in philosophical exchanges among peers: What are thecharacteristics of dialogical critical thinking? How does it develop in youngsters? Our research was conducted during an entire school year, with eight groups of pupils from three different cultural contexts: Australia, Mexico and Quebec. Our findings were constructed in an inductive manner, inspired by qualitative analysis as defined by Glaser and Strauss (...)
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  23. The godfather of soul.Preston Jesse, Gray Kurt & M. Wegner Daniel - 2006 - Behavioral and Brain Sciences 29 (5):482-+.
    An important component of souls is the capacity for free will, as the origin of agency within an individual. Belief in souls arises in part from the experience of conscious will, a compelling feeling of personal causation that accompanies almost every action we take, and suggests that an immaterial self is in charge of the physical body.
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  24.  44
    An informal look at the non-apology.Mano Daniel & Jeff Noonan - unknown
    While the mechanisms of apology, forgiveness and reconciliation receive considerable scru-tiny, little attention has been afforded the non-apology. This counterfeit, confected typically by false substi-tution or mis-direction, adds moral insult to moral wrong. The paper elucidates the normative structural relationship among apologiser, the apologetic disposition, and the apology and defends the view of the non-apology as the pretended willingness to recalibrate the moral positional relationship among apologiser, wronged, and wrong without actually doing so.
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  25.  89
    Learning to Philosophize: Positive Impacts and Conditions for Implementation.Marie-France Daniel - 2008 - Thinking: The Journal of Philosophy for Children 18 (4):36-48.
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  26.  50
    Presentation Order Modulates Responses to Standards and Deviant Tones in MMN paradigms.Provost Alexander, Winkler István, Heathcote Andrew, Whitson Lisa, Mullens Daniel & Todd Juanita - 2015 - Frontiers in Human Neuroscience 9.
  27.  25
    The Specifics of Philosophical Dialogue.Emmanuelle Auriac-Peyronnet & Marie-France Daniel - 2002 - Thinking: The Journal of Philosophy for Children 16 (1):23-31.
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  28.  35
    Community, argumentation, and the legitimacy of reasons for action.Charles Blatz & Mano Daniel - unknown
    Communities gather persons sharing saliencies, the meaning of events, and accountability based in shared values and practices. These shared features ensure community wide legitimacy for moral agents and their reasons for acting. But they also might ensure personal reasons for action are not universally legitimate. This discussion considers Hannah Arendt’s and an alternative view of judgment seeking an ac-count of community-limited legitimacy for reasons in both moral and closely related political thought.
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  29.  8
    Character ethics and the Old Testament: moral dimensions of Scripture.R. Carroll, M. Daniel & Jacqueline E. Lapsley (eds.) - 2007 - Louisville, Ky.: Westminster John Knox Press.
    Throughout the Old Testament, the stories, laws, and songs not only teach a way of life that requires individuals to be moral, but they demonstrate how. In biblical studies, character ethics has been one of the fastest-growing areas of interest. Whereas ethics usually studies rules of behavior, character ethics focuses on how people are formed to be moral agents in the world. This book presents the most up-to-date academic work in Old Testament character ethics, covering topics throughout the Torah, the (...)
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  30. Australians and the Christian god: An historical study [Book Review].Michael E. Daniel - 2014 - The Australasian Catholic Record 91 (3):381.
    Daniel, Michael E Review(s) of: Australians and the Christian god: An historical study, by Hugh Jackson, (Preston: Mosaic Press, 2013), pp.209, $37.95.
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  31. Angels be damned [Book Review].Michael E. Daniel - 2013 - The Australasian Catholic Record 90 (1):118.
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  32.  25
    A Constructivist Account of Sartre's Theory of Biography.Mano Daniel & Richard Holmes - 1998 - Journal of the British Society for Phenomenology 29 (2):174-188.
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  33.  38
    A Future Life as Represented by the Greek Tragedians.Maud M. Daniel - 1890 - The Classical Review 4 (03):81-95.
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  34. A Primary School Curriculum to Foster Thinking About Mathematics.Marie-France Daniel, Louise LaFortune, Richard Pallascio & Pierre Sykes - 1994 - Analytic Teaching and Philosophical Praxis 15 (1).
    Since the Fall of 1993, at the Centre Interdisciplinaire de Recherche sur l'Apprentissage et le D/span>veloppement en /span>ducation of the Universit/span> du Qu/span>bec /span> Montr/span>al, two mathematicians and one philosopher have collaborated to design and develop a research project involving philosophy, mathematics and sciences. Previous observations in the classroom had led the researchers to realize that, within the school curriculum, children like some subject matters and dislike others. Most of them usually succeed in arts, physical education and language arts, but (...)
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  35.  39
    Audrey-Anne's Tales.Marie-France Daniel - 2000 - Thinking: The Journal of Philosophy for Children 15 (3):26-32.
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  36.  26
    Biography as a Cultural Discipline.Mano Daniel - 1994 - In Mano Daniel & Lester Embree, Phenomenology of the cultural disciplines. Boston: Kluwer Academic Publishers. pp. 297--317.
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  37.  35
    Bread For the Journey: Homilies [Book Review].Michael Daniel - 2005 - The Australasian Catholic Record 82 (2):249.
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  38. By Wendouree: Memories 1951-1963 [Book Review].Michael E. Daniel - 2010 - The Australasian Catholic Record 87 (4):505.
     
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  39. Benedict XVI: A guide for the perplexed [Book Review].Michael E. Daniel - 2012 - The Australasian Catholic Record 89 (1):123.
    Daniel, Michael E Review(s) of: Benedict XVI: A guide for the perplexed, by Tracey Rowland, London: T and T Clark International, 2010, pp.160, $29.95.
     
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  40. Continental ambitions: Roman catholics in North America: The colonial experience [Book Review].Michael E. Daniel - 2019 - The Australasian Catholic Record 96 (2):238.
    Daniel, Michael E Review of: Continental ambitions: Roman catholics in North America: The colonial experience, by Kevin Starr, pp. 605, hardback, $59.99.
     
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  41.  35
    Culture and the Thomist Tradition after Vatican II [Book Review].Michael Daniel - 2005 - The Australasian Catholic Record 82 (4):506.
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  42.  16
    Contextual features of problem-solving and social learning give rise to spurious associations, the raw materials for the evolution of rituals.M. T. Daniel - 2006 - Behavioral and Brain Sciences 29 (6).
  43.  74
    Community of Inquiry and Community of Philosophical Inquiry.Marie-France Daniel & Richard Pallascio - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):51-66.
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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  44. Catholic Values and Australian Realities [Book Review].Michael E. Daniel - 2008 - The Australasian Catholic Record 85 (3):371.
     
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  45. Daniel Mannix: Wit and Wisdom [Book Review].Michael E. Daniel - 2007 - The Australasian Catholic Record 84 (1):114.
     
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  46.  29
    DEBARDIEUX, Éric, La violence dans la classeDEBARDIEUX, Éric, La violence dans la classe.Marie-France Daniel - 1992 - Laval Théologique et Philosophique 48 (2):301-302.
  47. Engaging in Critical Dialogue about Mathematics.Marie-France Daniel - 2013 - Analytic Teaching and Philosophical Praxis 34 (1):58-68.
    The goal of this paper is to highlight the fact that the Philosophy for Children Approach can be used to stimulate pupil’s reflection within the framework of school subjects such as mathematics. First we situate P4C within the field of socio-constructivist epistemology. Then, P4C as adapted to mathematics is introduced. Finally, we describe an experiment linked to five types of exchanges, manifested between the beginning and the end of a school year while the pupils were learning to philosophize about mathematics. (...)
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  48.  18
    Explanatory progress in economics.M. Hausman Daniel - 1989 - Social Research: An International Quarterly 56.
  49. From brotherhood to priesthood: The memoirs of Monsignor William A. Mullins [Book Review].Michael E. Daniel - 2015 - The Australasian Catholic Record 92 (1):117.
     
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  50. Greek for Life: Strategies for Learning, Retaining, and Reviving New Testament Greek [Book Review].Michael E. Daniel - 2020 - The Australasian Catholic Record 97 (4):494.
    Review of: Greek for Life: Strategies for Learning, Retaining, and Reviving New Testament Greek, by Benjamin L. Merkle, Robert L. Plummer, Grand Rapids, MI: Baker Academic, 2017, pp. 176, US$21.99.
     
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1 — 50 / 104