Journal of Moral Education 16 (1):37-45 (1987)

Abstract When we speak about the aim of doing philosophy on the elementary school level with children as transforming classrooms into ?communities of inquiry?, we make certain assumptions about nature and personhood and the relationship between the two. We also make certain assumptions about dialogue, truth and knowledge. Further, we make assumptions regarding the ability of children to form such communities that will engender care for one another as persons with rights, a tolerance for each other's views, feelings, imaginings, creations as well as a care for one another's happiness equal to the concern one has for one's own happiness. Lastly, we make assumptions about children's ability to commit themselves to objectivity, impartiality, consistency and reasonableness. The latter has social, moral and political implications. This paper is an attempt to identify and clarify some of these assumptions
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DOI 10.1080/0305724870160104
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References found in this work BETA

Ways of Worldmaking.Nelson Goodman - 1978 - Harvester Press.
Meaning and the Moral Sciences.Hilary Putnam - 1978 - Routledge and Kegan Paul.
Children's Intellectual Liberation.Ann Margaret Sharp - 1981 - Educational Theory 31 (2):197-214.

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Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.

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