# Elaboration of individual thought during collective philosophical discussion: a reciprocal enrichment

Emmanuèle Auriac-Slusarczyk, Hélène Maire, Antonietta Specogna

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Emmanuèle Auriac-Slusarczyk, Hélène Maire, Antonietta Specogna. Elaboration of individual thought during collective philosophical discussion: a reciprocal enrichment. 11th International Conference on the Dialogical Self, Jun 2021, Madrid, Spain. hal-03457127

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Distributed under a Creative Commons Attribution 4.0 International License
# Elaboration of individual thought during collective philosophical discussion: a reciprocal enrichment

Emmanuele Auriac-Slusarczyk, Hélène Maire & Antonietta Specogna

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Plan

THEORETICAL FRAME

VIEW ON PREVIOUS

STUDY

METHODOLOGY

RESULTS

CONCLUSION

DISCUSSION
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Theoretical
frame

Herman H. J. M., & Kemen, H.J.G. (1993). **The Dialogical Self: Meaning as Movement.** Publisher: Academic Press.

Hubert J.M., Hermans, Harry J.G. Kempen, & van Loon R.J.P. (1992). **The dialogical self: Beyond individualism and rationalism.** *American Psychologist*, *2*, *47*, 23-33

Lipman, M. (2006). **A l'école de la pensée. Enseigner une pensée holistique.** Bruxelles: De Boeck et Larcier.

Specogna, A. Lauricella, M., & Saint-Dizier, V. (2019). **Between oral and writing input from philosophically oriented discussions.** *Quaderni di Didattica della Scrittura*, *32*, 2.

Saint-Dizier de Almeida, Colletta, J-M, Auriac-Slusarczyk, E., Specogna, A., & Fiema, G. (2016). **Collaborative philosophical inquiry: A theoretical and methodological framework applied to a case study.** *International Journal of Qualitative Studies in Education*, *29*(5), 686-713. doi: 10.1080/09518398.2016.1145277

Topping, K. J., & Trickey, S. (2014). **The role of dialog in philosophy for children.** *International Journal of Educational Research*, *63*, 69-78. doi:10.1016/j.ijer.2013.01.002
# Definition and corpus illustration

Where is the truth ?
To believe or to know?

Corpora Extract from Anda Fournel's Ph. D. dissertation (2019)

<table><tr><td>135</td><td>Teacher</td><td>mais cela n'est peut-être pas vrai ?/ but this may not be true ?</td></tr><tr><td>136</td><td>Clément</td><td>ouais/yeah</td></tr><tr><td>137</td><td>Jean-Luc</td><td>en gros c'est pas sûr/basically that's not sure</td></tr><tr><td>138</td><td>Clément</td><td>et croire ça peut être penser // par exemple euh/and to believe may be to think // for example um:</td></tr><tr><td>139</td><td>Jean-Luc</td><td>en gros c'est pas sûr ?/basically that's not sure ?</td></tr><tr><td>140</td><td>Clément</td><td>non c'est pas sûr à tous les coups // par contre tu vois un (x) devant toi // là t'es /t'es sûr que (xxx)/ no that's not sure every time // but if you see a (x) in front of you then you're / you're sure that (xxx)</td></tr></table>

The “dialogical self” is a psychological concept which describes the mind’s **ability to imagine the different positions** of **participants** in an internal dialogue, in close connection with external dialogue. Dialogical self theory (DST) was created and developed by **Hubert Hermans** since the 1990s.

The “philosophical discussion in community of inquiry” is a pedagogical disposition in which the mind’s **ability to imagine the different positions** of participants in an internal dialogue is in close connection with creative, critical and caring thinking. Philosophy for Children (P4C) was created and developed by **Matthew Lipman** since 1969.
The data

Participants, grade, topic of the philosophical discussion, and turn-talkings individual and collective proportion

and

Previously descriptive individual tendency

Quitative comparison between two classes
Grades 6 and 7

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Grade

Number of turn-talkings

Topic

<table><tr><td>6 (n= 7)</td><td>438</td><td>What is the destiny ?</td></tr></table>

<table><tr><td>7 (n= 6)</td><td>245</td><td>To believe or to know ?</td></tr></table>

<table><thead><tr><td>Name</td><td>Number of turn-talking</td></tr></thead><tbody><tr><td>Shade</td><td>173</td></tr><tr><td>Abelle</td><td>86</td></tr><tr><td>Yann</td><td>20</td></tr><tr><td>Ramon</td><td>68</td></tr><tr><td>Elias</td><td>28</td></tr><tr><td>Dan</td><td>40</td></tr><tr><td>Pierre</td><td>23</td></tr></tbody></table>

<table><thead><tr><td>Name</td><td>Number of turn-talking</td></tr></thead><tbody><tr><td>Léonie</td><td>98</td></tr><tr><td>Clément</td><td>44</td></tr><tr><td>Nizam</td><td>7</td></tr><tr><td>Medhi</td><td>11</td></tr><tr><td>Jean-Luc</td><td>62</td></tr><tr><td>Nourra</td><td>23</td></tr></tbody></table>
Extract from

Auriac-Slusarczyk, E. & Maire, H. (2021),
Quelles assises pour le déploiement des pensées?
Etude comparative des propos d'élèves dans le corpus a(p)prendre.
Grenoble: UGA Editions.

**The amplitude of verbal reasoning** : comparisons between pupils.
[Calculated in consideration to each step of act thinking]

See **Shade** vs. **Jean-L.**

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Extract from

Auriac-Slusarczyk, E. & Maire, H. (2021),
Quelles assises pour le déploiement des pensées?
Etude comparative des propos d'élèves dans le corpus a(p)prendre.
Grenoble: UGA Editions.

<figure><img src="image_9.png" /><figcaption>**Number of turn-talkings : comparisons between pupils**
See **Shade** vs. **Jean L.**</figcaption></figure>

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# Methodology

Based on transcribed corpora of Anda Fournel's Ph. D. dissertation (2019).

## TWO STEPS

### 1. SELECTION OF LANGUAGE INDICATORS :

a) **Doubt** (maybe, I don't know...)

b) **Negation** (not, no...)

c) Type of **language speech act** (assertive, directive... etc. see, Austin, 1962)

d) **Logical connections** (but, and so, or...)

### 2. TRACKING OF THOUGHT MOVEMENTS INTEGRATION :

a) Using **external dialogue**

b) **Appropriation**

c) Multiplicity of positions integration
# Examples: linguistic analysis of individual turn talking of each pupil

<table><tr><td>140</td><td>Clément</td><td>non c'est pas sûr à tous les coups // par contre tu vois un (x) devant toi // là t'es /t'es sûr que (xxx)/ no it's not one hundred percent sure / But if you see a (x) in front / you are sure that (Xxx)</td></tr><tr><td>141</td><td>Léonie</td><td>sauf si t'en n'as / sauf si t'en n'a jamais eu // tu viens de naître // on te met un (xx) devant toi</td></tr><tr><td>142</td><td>Jean-Luc</td><td>non mais/ But no</td></tr><tr><td>143</td><td>Clément</td><td>(xxxxxxx)</td></tr><tr><td>144</td><td>Jean-Luc</td><td>non non mais/ No no but</td></tr><tr><td>145</td><td>Clément</td><td>(xxxx) au secours/ Help</td></tr><tr><td>146</td><td>Enseign.2</td><td>allez stop // respectez les tours de parole (xx) puisque si non ça va/ stop it / respect the turn talking or</td></tr><tr><td>147</td><td>Léonie</td><td>Nourra</td></tr><tr><td>148</td><td>Nourra</td><td>non c'est bon // je voulais dire que croire aussi c'était penser mais // il l'a dit/ no that's ok/ I just wanted to say that believing is thinking but / he said</td></tr><tr><td>149</td><td>Enseign.2</td><td>penser savoir/ thinking is knowing</td></tr></table>

C'est pas sûr: **doubt**

Par contre: **logical connection**

Non mais: **negation**

Je voulais dire: **reference anchorage of discourse**
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Results

**Description of internal discourse:** correlation between several indicators

combined with

**Correlation study** of types of appropriation using **external discourse**
# Results: The cohesion and coherence of internal discourse

<table><thead><tr><th></th><th>Takings-charge of discourse</th><th>Questions</th><th>Doubts</th><th>Shades/tempers</th><th>Logical connections</th><th>« No »</th></tr></thead><tbody><tr><th>Takings-charge of discourse</th><td>1,000**</td><td>-0,047</td><td>0,483</td><td>-0,215</td><td><strong>0,655*</strong></td><td>0,477</td></tr><tr><th>Questions</th><td></td><td>1,000**</td><td>-0,181</td><td>-0,354</td><td>-0,211</td><td>0,055</td></tr><tr><th>Doubts</th><td></td><td></td><td>1,000**</td><td>0,109</td><td><strong>0,710**</strong></td><td>0,221</td></tr><tr><th>Shades/tempers</th><td></td><td></td><td></td><td>1,000**</td><td>0,178</td><td>0,004</td></tr><tr><th>Logical connections</th><td></td><td></td><td></td><td></td><td>1,000**</td><td><strong>0,599*</strong></td></tr><tr><th>« No »</th><td></td><td></td><td></td><td></td><td></td><td>1,000**</td></tr></tbody></table>

**<u>Circularity</u> of discursive cohesive markers**

Four discursive indicators are correlated :

1. Doubts

2. References anchorage of discourse

3. Explicit negations

4. Logical connections depending on the age (see after)
## Results

The older pupils are, the more they use logical connections in their internal discourse.

<table><thead><tr><th></th><th>Grade</th><th>Takings-charge of discourse</th><th>Questions</th><th>Doubts</th><th>Shades/ tempers</th><th>Logical connections</th><th>« No »</th></tr></thead><tbody><tr><th>Grade</th><td>1,000**</td><td>-0,459</td><td>-0,015</td><td>-0,350</td><td>-0,378</td><td>-0,632*</td><td>-0,210</td></tr><tr><th>Takings-charge of discourse</th><td></td><td>1,000**</td><td>-0,047</td><td>0,483</td><td>-0,215</td><td>0,655*</td><td>0,477</td></tr><tr><th>Questions</th><td></td><td></td><td>1,000**</td><td>-0,181</td><td>-0,354</td><td>-0,211</td><td>0,055</td></tr><tr><th>Doubts</th><td></td><td></td><td></td><td>1,000**</td><td>0,109</td><td>0,710**</td><td>0,221</td></tr><tr><th>Shades/ tempers</th><td></td><td></td><td></td><td></td><td>1,000**</td><td>0,178</td><td>0,004</td></tr><tr><th>Logical connections</th><td></td><td></td><td></td><td></td><td></td><td>1,000**</td><td>0,599*</td></tr><tr><th>« No »</th><td></td><td></td><td></td><td></td><td></td><td></td><td>1,000*</td></tr></tbody></table>
# Results: Own appropriation or integration of multiplicity of positions

<table><thead><tr><th></th><th>Age</th><th>Moral level</th><th>Gender</th><th>Supports on alter-position</th><th>Take-over of alter-position</th><th>Approvals</th><th>Doxa</th></tr></thead><tbody><tr><th>Age</th><td>1,000**</td><td>1,000**</td><td>0,220</td><td>-0,284</td><td><strong>0,707*</strong></td><td>0,323</td><td>0,163</td></tr><tr><th>Moral level</th><td></td><td>1,000**</td><td>0,220</td><td>-0,284</td><td><strong>0,707*</strong></td><td>0,323</td><td>0,163</td></tr><tr><th>Gender</th><td></td><td></td><td>1,000**</td><td>-0,395</td><td>0,231</td><td>0,473</td><td>-0,231</td></tr><tr><th>Supports on alter-position</th><td></td><td></td><td></td><td>1,000**</td><td>-0,169</td><td>-0,549</td><td>0,321</td></tr><tr><th>Take-over of alter-position</th><td></td><td></td><td></td><td></td><td>1,000**</td><td><strong>0,597*</strong></td><td>0,464</td></tr><tr><th>Approvals</th><td></td><td></td><td></td><td></td><td></td><td>1,000**</td><td>-0,103</td></tr><tr><th>Doxa</th><td></td><td></td><td></td><td></td><td></td><td></td><td>1,000**</td></tr></tbody></table>

Depending on

1. One **structural** factor : **Age** or moral level

2. One **discursive** factor: Presence of **explicit approvals** in external dialogue
Example: Leonie's turn talking 231

<table><tr><td>231</td><td>Léonie</td><td>mais si <span style="color:blue;">il</span> peut pas le prouver // s'il dit juste // <span style="color:blue;">je</span> crois en dieu // <span style="color:blue;">je</span> suis sûr qu'il existe // j'ai pas d' preuve mais <span style="color:blue;">je</span> suis sûr // <span style="color:blue;">toi tu</span> vas pas dire //ah c'est bon c'est vrai // <span style="color:blue;">même si</span> c'est une perso/ <span style="color:blue;">même si</span> c'est ton meilleur ami ton père ou ta mère ?<br/><br/>But if <span style="color:blue;">he</span> can't prove it / if <span style="color:blue;">he</span> just says / I believe in God / I 'm sure he exists / I have no proof but I'm sure / <span style="color:blue;">YOU</span> are not going to say/ Ok then that's true / even if it's someone / even if it's your best friend, your father or your mother</td></tr></table>

- Position of participant **multi-voiced self**: *Il (he) je (I) tu (you)*

- **Imaginative** position: *you are not going to say « Ok then, that's true »*

- **Logical connection** to increase the coherence of discourse: *But - even if -or*
Results: **Integration/appropriation of alter/external position**

Using **assertions** is positively correlated with **taking over of alter-position** and using **doxa**.

<table><thead><tr><th></th><th>Supports on alter-position</th><th>Take-over of alter-position</th><th>Approvals</th><th>Doxa</th><th>Assertions</th></tr></thead><tbody><tr><th>Supports on alter-position</th><td>1,000**</td><td>-0,169</td><td>-0,549</td><td>0,301</td><td><strong>0,038</strong></td></tr><tr><th>Take-over of alter-position</th><td></td><td>1,000**</td><td>0,597*</td><td>0,464</td><td><strong>0,827**</strong></td></tr><tr><th>Approvals</th><td></td><td></td><td>1,000**</td><td>-0,103</td><td>0,280</td></tr><tr><th>Doxa</th><td></td><td></td><td></td><td>1,000**</td><td><strong>0,586*</strong></td></tr><tr><th>Assertions</th><td></td><td></td><td></td><td></td><td>1,000**</td></tr></tbody></table>

Using **the alternative voice** depends on two correlated discursive factors :

1. **Assertive speech act** in **internal** dialogue

2. **Reported doxa** (consensus) in **external** dialogue
Examples: Nourra's and Leonie's turn talking 224 and 228

<table><tr><td>224</td><td>Nourra</td><td>t'as pas besoin forcément de le vérifier par toi-même<br/>// si t'as confiance en la personne<br/><br/>You don't necessarily need to check it yourself/ if you<br/>trust the person</td></tr></table>

- **Doxa:** **someone is Christian**

<table><tr><td>228</td><td>Léonie</td><td>moi // bah // une personne// tu vas rencontrer quelqu'un qui est chrétien // il va te dire // ah non mais moi je suis sûr que/ que dieu existe // mais toi ?<br/>// tu vas penser qu'il existe ou pas?<br/>Me// well // a person, you 're going to meet a Christian / he 's going to say / Oh, no but I'm sure God exists / and what about you ? Would you think he exists or not ?</td></tr></table>

- **Assertive speech act integration:** **I am sure God exists**

- **Using alternative voice:** **And what about you?**
Conclusion

After this qualitative and exploratory study, we can say that:

If individual discourse is more cohesive after the age of 13
through using logical connection, a **multi-voiced self** is
**already in construction before**.

Philosophical discussion leads to join structural factor
(age/moral level) and discursive abilities to develop
**dialogical self enrichment** by the appropriation of an alter-
position. The two aspects, autonomously and dependently,
configure and increase gradually the **multi-voiced self**.

As notified by **Hubert** et al. (1992*) : “*The self is not only
« here » but also « there »* and novel position is not outside
self, but effectively alternative perspective built an original
self and creative position. The self did not the sole control of
cognitive movements.”

*See Hubert et al. (1992). **The dialogical self beyond Individualism and rationalism**, *American Psychologist*, **47**, 28-29.
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Discussion and
Perspectives

Perspective:

Study the impact of adult animation on
progression of external and internal
enrichment during a philosophical
discussion.

See soon:

Auriac-Slusarzyk, E. Lebas-Fraczak, L. & Maire, H. (2021). *Paroles authentiques d'élèves. Réflexion sur la formation aux capacités prudentielles chez les enseignants pratiquant le dialogue philosophique en classe P4C*, L'école primaire au 21e siècle, 12-14, Paris: Cergy Paris University.
Thanks for your attention

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