2019 Volume 90 Pages 13-24
The purpose of this paper is to explore ways of self-evaluation in philosophical learning. In philosophical learning, the teacher encourages a common consensus among students and also draws awareness to the existence of dissensus. In addition, it is effective for children to self-evaluate their learning to understand methods of evaluation.
In philosophical learning, dialog and description are targeted during self-evaluations. Children then examine the effects of self-evaluation learned through two consecutive themes. For the first subject matter, the children base their self-assessment on self-created criteria. Subsequently, an education professional must verify whether the children were able to make use of what they learned from the first subject matter to learn the second subject matter.
The research results are as follows. First, children understand that their way of thinking has changed, and they are able to consider what was missing from their original ideas. That is, they become aware that they are developing their strengths and overcoming their weaknesses. Second, the teacher is able to communicate the children’s individuality to each child and give them confidence. Thirdly, the description of the self-evaluation is important in the children’s self-evaluation. By writing a description, the children understand that their way of thinking changed and are prompted to think about what was initially missing from their ideas.
