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Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-9511-0354
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0001-6252-4000
Luleå University of Technology, Department of Business Administration, Technology and Social Sciences, Social Sciences.
2019 (English)In: International Journal of Disability, Development and Education, ISSN 034-912XArticle in journal (Refereed) Epub ahead of print
Abstract [en]

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.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2019.
Keywords [en]
ABI, acquired brain injury, argumentation, argumentation rating tool, cognitive development, dialogue, disability, philosophical dialogue, P4C
Keywords [sv]
Förvärvad hjärnskada, argumentation, kognitiv utveckling, dialog, funktionsnedsättning, funktionshinder, filosofiska samtal, P4C
National Category
Educational Sciences Philosophy, Ethics and Religion Pedagogy Law (excluding Law and Society)
Research subject
Education; Law
Identifiers
URN: urn:nbn:se:ltu:diva-76489DOI: 10.1080/1034912X.2019.1681377OAI: oai:DiVA.org:ltu-76489DiVA, id: diva2:1365146
Projects
Education for participation: Philosophizing back a “new” life after acquired brain injury
Funder
Swedish Research Council, 721-2013-2161Available from: 2019-10-23 Created: 2019-10-23 Last updated: 2019-10-28

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Backman, YlvaGardelli, TeodorGardelli, ViktorStrömberg, Caroline

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3233343536373835 of 68
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