Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Philosophy of Education 45 (2):265-283 (2011)
This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a rich site for the dialogue between theory and practice in education. This article is an exploration of those intersections, and a prospectus of its possible role in the formation and reformulation of school curriculum. It will be argued here that, when formulated as community of philosophical inquiry in particular, it offers the possibility of ‘philosophising’ the school curriculum in general, by extending the concept-work that doing philosophy entails to all of the disciplines. The article begins with an attempt at an operational definition of the term as, move to an analysis of its dynamics, offers an example of its use in a mathematics classroom, and finishes with a schematic view of its whole-curriculum and whole-school possibilities
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Jürgen Habermas (1984). The Theory of Communicative Action, Vol. 1, 'Reason and the Rationalization of Society'. Polity..
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Citations of this work BETA
Karin Murris (2013). The Epistemic Challenge of Hearing Child’s Voice. Studies in Philosophy and Education 32 (3):245-259.
John White (2012). Philosophy in Primary Schools? Journal of Philosophy of Education 46 (3):449-460.
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.
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