David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (5):436-452 (2011)
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|
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References found in this work BETA
Jennifer Bleazby (2006). Autonomy, Democratic Community, and Citizenship in Philosophy for Children: Dewey and Philosophy for Children’s Rejection of the Individual/ Community Dualism. Analytic Teaching 26 (1):31-52.
Jennifer Bleazby (2004). Practicality and Philosophy for Children. Critical and Creative Thinking 12 (2).
John Dewey (1916/2004). Democracy and Education : An Introduction to the Philosophy of Education. Macmillan.
John Dewey (1902/2001). The School and Society ;. Dover Publications, Inc..
John Dewey (1980). The School and Society. Feffer & Simons.
Citations of this work BETA
Sevket Benhur Oral (2013). Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme? Studies in Philosophy and Education 32 (4):361-377.
Leon Benade (2013). Developing Democratic Dispositions and Enabling Crap Detection: Claims for Classroom Philosophy with Special Reference to Western Australia and New Zealand. Educational Philosophy and Theory:1-15.
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