Graduate studies at Western
Educational Philosophy and Theory 43 (5):436-452 (2011)
|Abstract||The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and readiness to reason, and (2) mutual respect of students and teachers towards one another. Our contention is that these presuppositions, presented as preconditions necessary to the creation of a community of inquiry, are not without ideological commitments and dependent upon the ability of participants to share power. Using group dynamic theories and the ideas of Hannah Arendt, we argue that behaviours commonly interpreted as obstacles to dialogue or reflective inquiry could provide opportunities for growth|
|Keywords||C1 970113 Expanding Knowledge in Education Community of inquiry Deliberative democracy Democratic education Power Philosophy for children|
|Categories||categorize this paper)|
|Through your library||Configure|
Similar books and articles
Don Mayer (1992). Sovereign Immunity and the Moral Community. Business Ethics Quarterly 2 (4):411-434.
Suzanne Cynthia McBain, “We're Making a Difference to the Lives of Our Students”Learning Communities in Physical Education.
Darrell Patrick Rowbottom, On the Significance of 'World 3' for the Depersonalization of Inquiry and the Democratization of Education.
Tim Sprod (1997). What is a Community of Inquiry? Inquiry 17 (1):4-28.
Cillian McBride (2009). Communities of Inquiry and Democratic Politics. Transactions of the Charles S. Peirce Society 45 (1):pp. 71-74.
Garrath Williams (2011). Hannah Arendt on Power. In Keith Dowding (ed.), Encyclopedia of Power. Sage.
Susan Bickford (1993). Why We Listen to Lunatics: Antifoundational Theories and Feminist Politics. Hypatia 8 (2):104 - 123.
Gilbert Burgh & Kim Nichols (2012). The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for Science Education. Educational Philosophy and Theory 44 (10):1045-1059.
Added to index2009-01-28
Total downloads14 ( #90,611 of 739,406 )
Recent downloads (6 months)1 ( #61,680 of 739,406 )
How can I increase my downloads?