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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 Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0003-1166-0998
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(English)In: International journal of disability, development and education, ISSN 1034-912X, E-ISSN 1465-346XArticle in journal (Refereed) Accepted
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 outcome. We conducted two small-scale interventions(N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17–65 years (M = 51.17,SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Program, 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 structured observations of filmed dialogues early and late in the intervention. 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.

Keywords [en]
Special needs education, disability, philosophy, argumentation, philosophical dialogue, philosophy with children, P4C, inquiry, acquired brain injury, ABI, Argumentation Rating Tool, ART, cognitive development
Keywords [sv]
Specialpedagogik, filosofi, pedagogik, filosofiska samtal, dialog, argumentation, hjärnskada, funktionsnedsättning, funktionshinder
National Category
Pedagogy Philosophy
Research subject
Education; Philosophy
Identifiers
URN: urn:nbn:se:ltu:diva-75489OAI: oai:DiVA.org:ltu-75489DiVA, id: diva2:1342255
Funder
Swedish Research Council, 721-2013-2161Available from: 2019-08-13 Created: 2019-08-13 Last updated: 2019-08-14

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Backman, YlvaGardelli, TeodorGardelli, ÅsaStrömberg, Caroline

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