Filosofisk samtale i KRLE-faget sett fra lærerens perspektiv. Hvordan reflekterer lærere over filosofisk samtale i KRLE-faget?

Abstract

Philosophical conversation as a teaching method has been reaserached since the the 1980s. Philosophical conversation is a well-researched topic and many have researched why philosophical conversation is a valuable teaching methodin schools.Through my thesis, I wish to focus on how teachers reflect upon philosopichal conversation in today`s classroms. In this thesis I research how teachers reflect upon philosopical conversation in the subject KRLE(Knowledge of Christianity, Religion, Philosophies of life and Ethics). I have conducted four qualitative interviewswith KRLE-teachers. Here, the teachers gave me insight on how they interpret the philosophical conversation as a teaching method and how they plan and organize lessons including philosophical conversations. Beate Børresen and Matthew Lipman has been important researchers to include in my thesis. Other researchers were also included in order to give my thesis more theoretical depth. In addition to this, the norwegian school curriculum called the subject renewal, has been vital, as well as the debate around the KRLE-subject. What I discovered while working on this thesis, is that teachers have a broad understanding of philosophical conversation. They gathered inspiration from different sources and created their own lesson plans based on their own experiences. The classroom environment was considered the most important factor when dealing with philosophical conversation. The classroom environment is a prerequisite for having a well functioning philosofical conversation.