自 2014 年起，筆者開設「法國哲學導論」課程，以法語教導法文系 四年級的學生。課程先是從講座形式開始，帶領學生研讀以法語書寫的重 要哲學文本。然而，筆者期盼學生能在使用法語的同時，也能更加融入哲 學思考實踐中。2019 年，筆者參加了一場教學訓練活動，學習以 Matthew Lipman 和 Chiara Pastorini 的兒童哲學教學法教導兒童哲學。此教學法重視 學生的「全方位」發展，強調學生不僅是聽眾，也是行動者，須將全副「身」 與「心」投入到思辨過程中。
筆者將此全方位教學法應用於法語課程，讓學生以腦力激盪的方式嘗 試定義哲學概念，並舉辦二到三場的討論會，研討與之相關的哲學問題。 例如，在探討何謂藝術的課堂中，我們討論:「藝術是模仿還是創造?」 筆者先讓學生畫了一束想像中的花，再臨摹筆者帶到課堂展示的花束。這 場活動中，學生不但「親歷」了問題，也因此更加理解講座和課文的內容，並得以實際並自發學習如何使用法語進行分析、辯論、推理並對既定觀念 提出挑戰。這樣的課堂討論能讓學生在友善與開放的氣氛中以法語(聽、 說、讀、寫)表達自我。
I have been teaching the course “Introduction to French Philosophy” in French to 4th year of Bachelor degree Taiwanese French learners since 2014. I started by using a lecture format with a study of the major philosophical texts in French. However, I tried to find a way to involve my students in the practice of philosophizing while using the French language more. In 2019, I was trained in teaching philosophy to children following the methodologies of Matthew Lipman and Chiara Pastorini. It is a holistic approach where the students are not only listeners, but also actors. Using mind and body, the whole person is engaged in the thought process. I adapted this holistic practice to my class taught in French. For a course on philosophical notions, I introduce the topic with brainstorming, where the students define the notion; then hold two or three workshops on philosophical questions linked to it. For instance, for the course on art, we study the question: “Art: imitation or creation?” I propose to the students first to draw a bouquet of flowers they imagine; then, I ask them to draw the bouquet I displayed in the class. With this activity, they experience the problem and it helps them to better understand lectures and texts. They concretely and actively learn how to conduct reasoning by acquiring the abilities of conceptu- alizing, arguing, and problematizing in French. The format of discussing in a forum helps them to use French (oral and written production and comprehension) when they feel ready, surrounded by benevolence and open-mindedness.