Actes de parole, actes mentaux et habiletés de pensée au sein des discussions philosophiques avec des enfants

Speech acts, mental acts and thinking skills in practices of philosophy for children. This paper aims to describe the links between speech acts and thinking skills in a new type of corpus: the philosophical discussions with children. Reflective practices have been developing over the last twenty years in several countries from Lipman's educational program, called Philosophy for children. The majority of existing studies describing this conversation new form are produced in psychology, pedagogy and education sciences researches. Thus, linguistic analysis about this topic are few and recent (Auriac-Peyronnet & Colletta, 2015). To fill this lack, we propose to analyze philosophical discussions with regard to the relationships between dialog, speech and thought.