*1.3.4 Dialog format: philosophy for children (P4C)*

The third dialog format that was put into practice in the following study was the philosophy for children format (P4C) as developed by Lipman (see [23]). This dialog format consists of several steps, which are presented below and in a way, so that other teachers can try it out in their own classrooms too:


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Dialogos approach.

<sup>1</sup> In Norwegian: Verdiløft og skolens danningsoppdrag.

*How Philosophizing the Dialogos Way Can Promote Education for Sustainable Development*

between what you just said and what he said a minute ago?"

7.The teacher leads the dialog by posing questions like "How does what you say now relate to what … (name of the student) said?", "What is the difference

8.The dialog goes on until there is no more time, or until the students have no

where students express their thoughts about how the dialog went.

tion from an earlier action inquiry research project designed by Helskog. The project had involved 13 secondary schools in a municipality in Norway [4]. After presentation and preparation meetings between Helskog and the upper secondary school's leader group during spring and summer 2019, the leader group decided that they want to develop a similar project in their upper secondary school consisting of around 100 teachers (teaching both vocational and academic programs) and 650 students, focusing on the new curriculum and the previously mentioned

9.If the latter is the case, then the next question on the list is explored in the same way. If there is no more time, the dialog ends with a meta-reflection round

The action inquiry research project discussed here was initiated due to inspira-

Thus, development of what we might call a value sensitive, attitude- and virtue-

Helskog asked the

based practice was a core purpose of the project. With this in mind, we named

leader group for permission to include the other authors of this paper, Marcussen and Weiss, the first as a master student and the second as a research colleague and

Concretely, the project was planned as a series of action research cycles, while the content "emerged" as the project developed, so to speak, until interrupted by the COVID-19 outbreak and lockdowns. Three so-called pilot groups consisting of approximately 10 teachers were supposed to be given two full day training sessions each. First, they would start with a training session, then try out the Dialogos approach with their students as well as with groups of 10 teachers each during a 1,5 hour session, and then meet up for a new full day training session. This session would include the sharing of experiences as well as trying out new ways of philosophizing. In this way, the whole school would be involved in the project, even though not all participated in the direct training sessions. However, due to the corona situation, we only got started with the second pilot group before the project was put on hold. The project was rounded up with a half day online workshop with lecture in the last week of school, while deciding to continue the project at least one more year. The purpose is to let more teachers learn how to facilitate in-depth philosophical dialogs on sustainable development together with their students, using the

Being two researchers and a master student collaborating is a strength in itself, since it has been possible for us to discuss the project along the way. The whole

the project "Value lift and the edifying mission of education".1

*DOI: http://dx.doi.org/10.5772/intechopen.96198*

**2. Project design and research methodology**

more to say.

"value lift".

co-facilitator.

**2.1 Collaborative action inquiry**

*How Philosophizing the Dialogos Way Can Promote Education for Sustainable Development DOI: http://dx.doi.org/10.5772/intechopen.96198*

