Educational Philosophy and Theory 45 (1):91-110 (2013)

Authors
Clinton Golding
University of Otago
Abstract
This article explains how teachers might navigate inquiry learning despite the experience of a constant tension between abandoning their students and controlling them. They do this by conceiving of themselves as guides who decide the path with students, not for them. I build on a conception of teaching as guiding from Burbules, and argue that inquiry teachers should take the particular stance of an expedition-educator (rather than the stance of either a tour-leader or an expedition-leader). They should guide students to make progress during co-inquiry, rather than leading them to follow the teacher?s agenda. This stance gives a heuristic they can use to balance control and abandonment in their pedagogical practice?they judge which pedagogical actions to take, and when, according to which actions are likely to help their students to engage in autonomous inquiry and hence learn to guide themselves. Students thus can learn to inquire by participating in an inquiry which is guided, but not controlled, by their teacher
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DOI 10.1080/00131857.2012.715387
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References found in this work BETA

Metaphors We Live By.George Lakoff & Mark Johnson - 1980 - University of Chicago Press.
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Metaphors We Live By.Max Black - 1980 - Journal of Aesthetics and Art Criticism 40 (2):208-210.
Science, Perception and Reality.Wilfrid Sellars - 1963 - New York: Humanities Press.

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Citations of this work BETA

A Handy Account of Philosophy in Schools.Clinton Golding - 2014 - Journal of Philosophy in Schools 1 (1).
The Community of Inquiry: Blending Philosophical and Empirical Research.Clinton Golding - 2015 - Studies in Philosophy and Education 34 (2):205-216.
Experimenting Within an Education Community.L. Maurice Alford - 2016 - Educational Philosophy and Theory 48 (7).

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The Philosophy Teacher as Guide.Clinton Golding - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:29-37.
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