Grounded theory. A research method for advancing the comprehension of philosophy for children's processes

Abstract

The Philosophy for Children (P4C) approach was developed by Matthew Lipman in the 1970s to stimulate pupils' critical and complex thinking. Today, Lipman's P4C, and other programs based on it, are disseminated around the world in elementary and secondary schools. But does philosophical praxis have an impact on pupils' thinking? To answer this question, pupils' thinking must be evaluated in order to measure what is acquired, what is in the process of being integrated, and what needs to be stimulated. Many quantitative and qualitative methods of research exist; we chose the Grounded Theory (GT) method since our aim was to elaborate a rigorous and meaningful evaluation tool that would contribute to evaluation and comprehension of the cognitive processes of children who benefit from philosophical praxis. The GT method has the advantage of showing an “objectivized” portrait of pupils when they engage in dialogue within a philosophical community of inquiry, rather than attempting to verify or validate a particular theory. It comprises six steps in analysis, namely data collection, coding, grouping codes into categories, definition and variation of categories, final integration of theory, and researcher self-evaluation. In the first part of the article, we describe the rules and steps in analysis of the GT method as proposed by Charmaz, Glaser & Strauss and Laperrière. Examples from our own research experience are used to illustrate each of the methodological elements, which led to the elaboration of the model of the developmental process of “dialogical critical thinking” (DCT).