Teaching strategies for value-loaded critical thinking in philosophy classroom dialogues

• We identified teaching strategies to promote value-loaded critical thinking in classroom discussions. Three categories of were found: for addressing, applying and arguing about moral values. Teachers also employed transfer-oriented strategies, but no metacognitive reflection. An important aim education is that students learn think critically In this exploratory multiple case study, we analyze philosophical whole-class dialogues. observed 15 philosophy dialogues, led by five experienced teachers, selected seven dialogues which values explicitly discussed further qualitative analysis. these three used the teachers values: 1) 2) 3) looked found made learning content more meaningful created intercontextuality; however, examples paper, give a detailed description strategies.