<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872024000100109</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2024.80392</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[measuring the quality of philosophical dialogue: a high-inference rating instrument for research and teacher education]]></article-title>
<article-title xml:lang="es"><![CDATA[medir la calidad del diálogo filosófico: un instrumento de calificación de alta inferencia para la investigación y la formación docente]]></article-title>
<article-title xml:lang="pt"><![CDATA[medindo a qualidade do diálogo filosófico: um instrumento de avaliação de alta inferência para a pesquisa e a formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernhard]]></surname>
<given-names><![CDATA[deborah]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[helbling]]></surname>
<given-names><![CDATA[dominik]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,university of teacher education lucerne  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Switzerland</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,university of teacher education lucerne  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Switzerland</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872024000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Various studies have shown that philosophizing with children at school can have a positive effect on cognitive, language and social skills. However, previous studies have not considered how the quality of the dialogue influences these outcomes. Addressing this gap, our article introduces a high-inference rating instrument to assess the quality of philosophical dialogue. This instrument features four quality dimensions: Philosophical Richness, Co-construction, Focus, and Restrained Facilitation. It was applied to evaluate 63 class dialogues from a Swiss study involving secondary-school students. The article presents the instrument using excerpts from the study, along with initial validation information, showing its reliability in measuring philosophical dialogue quality. The significance of this research lies in its focus on the quality of philosophical dialogue, an aspect often overlooked in educational settings. By providing a tool to assess this quality, we open up new pathways for analyzing the effectiveness of philosophical dialogues in schools. This is especially relevant as educational systems increasingly recognize the importance of developing students' critical thinking and discussion skills. The findings highlight the potential of high-quality philosophical dialogues to enrich students' educational experiences and offer insights for educators and researchers into enhancing these interactions. This study contributes to a deeper understanding of how philosophical dialogue can be used as a powerful educational tool, not just for engaging students but for fostering meaningful and impactful learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen Varios estudios han demostrado que filosofar con niños y niñas en la escuela puede tener un efecto positivo en las habilidades cognitivas, lingüísticas y sociales. Sin embargo, estudios anteriores no han considerado cómo la calidad del diálogo influye en estos resultados. Abordando esta brecha, nuestro artículo introduce un instrumento de evaluación de alta inferencia para valorar la calidad del diálogo filosófico. Este instrumento presenta cuatro dimensiones de calidad: Riqueza Filosófica, Co-construcción, Enfoque y Facilitación Restringida. Se aplicó para evaluar 63 diálogos de clase de un estudio suizo con estudiantes de secundaria. El artículo presenta el instrumento utilizando extractos de ese análisis, junto con información inicial de validación, mostrando su fiabilidad en la medición de la calidad del diálogo filosófico. La importancia de esta investigación radica en su enfoque en la calidad del diálogo filosófico, un aspecto a menudo pasado por alto en los entornos educativos. Al proporcionar una herramienta para evaluar esta calidad, abrimos nuevos caminos para analizar la eficacia de los diálogos filosóficos en las escuelas. Esto es especialmente relevante ya que los sistemas educativos reconocen cada vez más la importancia de desarrollar habilidades de pensamiento crítico y discusión en los estudiantes. Los hallazgos destacan el potencial de los diálogos filosóficos de alta calidad para enriquecer las experiencias educativas de los estudiantes y ofrecer perspectivas para educadores e investigadores sobre cómo mejorar estas interacciones. Este estudio contribuye a una comprensión más profunda de cómo el diálogo filosófico puede utilizarse como una herramienta educativa poderosa, no solo para involucrar a los estudiantes, sino para fomentar un aprendizaje significativo e impactante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo: Diversos estudos têm demonstrado que filosofar com crianças nas escolas pode ter um efeito positivo nas habilidades cognitivas, linguísticas e sociais. No entanto, estudos anteriores não consideraram como a qualidade do diálogo influencia esses resultados. Abordando essa lacuna, nosso artigo introduz um instrumento de avaliação de alta inferência para averiguar a qualidade do diálogo filosófico. Esse instrumento apresenta quatro dimensões de qualidade: Riqueza Filosófica, Co-construção, Enfoque e Facilitação Restringida. Ele foi aplicado na avaliação de 63 diálogos de classe de um estudo suíço realizado com estudantes do ensino médio. O artigo apresenta o instrumento utilizando extratos desse estudo, junto com informações de validação inicial, mostrando sua confiabilidade na medição da qualidade do diálogo filosófico. A importância dessa pesquisa reside em seu foco na qualidade do diálogo filosófico, um aspecto frequentemente negligenciado nos ambientes educacionais. Ao oferecer uma ferramenta para avaliar essa qualidade, abrimos novos caminhos para a análise da efetividade dos diálogos filosóficos nas escolas. Isso é especialmente relevante à medida que os sistemas educacionais reconhecem cada vez mais a importância de desenvolver o pensamento crítico e as habilidades de discussão dos alunos. Os resultados destacam o potencial que os diálogos filosóficos de alta qualidade têm de enriquecer as experiências educacionais dos estudantes e oferecer novas ideias e percepções aos professores e pesquisadores sobre como melhorar essas interações. Este estudo contribui para uma compreensão mais profunda de como o diálogo filosófico pode ser utilizado como uma ferramenta educativa poderosa, não apenas para engajar os estudantes, mas também para promover um aprendizado significativo e impactante.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[high-inference rating instrument]]></kwd>
<kwd lng="en"><![CDATA[philosophy with children]]></kwd>
<kwd lng="en"><![CDATA[quality of philosophical dialogue]]></kwd>
<kwd lng="es"><![CDATA[instrumento de valoración de alta inferencia]]></kwd>
<kwd lng="es"><![CDATA[filosofía con niños]]></kwd>
<kwd lng="es"><![CDATA[calidad del diálogo filosófico]]></kwd>
<kwd lng="pt"><![CDATA[instrumento de avaliação de alta inferência]]></kwd>
<kwd lng="pt"><![CDATA[filosofia com crianças]]></kwd>
<kwd lng="pt"><![CDATA[qualidade do diálogo filosófico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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