Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries

Document identifier: oai:DiVA.org:ltu-76489
Access full text here:10.1080/1034912X.2019.1681377
Keyword: Social Sciences, Argumentation, Education, Filosofiska samtal, Funktionshinder, Funktionsnedsättning, Dialog, Kognitiv utveckling, Förvärvad hjärnskada, P4C, Philosophical dialogue, Disability, Dialogue, Cognitive development, Argumentation rating tool, Acquired brain injury, Educational Sciences, ABI, Juridik (exklusive juridik och samhälle), Juridik, Law (excluding Law and Society), Law, Pedagogik, Pedagogy, Filosofi, etik och religion, Humaniora och konst, Philosophy, Ethics and Religion, Humanities and the Arts, Utbildningsvetenskap, Samhällsvetenskap, Rättsvetenskap
Publication year: 2020
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SDG 3 Good health and wellbeing
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Abstract:

The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term out- come. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipa- lities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from struc- tured observations of filmed dialogues early and late in the inter- vention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.

Authors

Ylva Backman

Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
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Teodor Gardelli

Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
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Viktor Gardelli

Luleå tekniska universitet; Pedagogik, språk och Ämnesdidaktik
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Caroline Strömberg

Luleå tekniska universitet; Samhällsvetenskap
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