Direction in a community of ethical inquiry

Journal of Philosophy in Schools 7 (2) (2020)
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In response to Hand’s paper, I undertake three tasks. Firstly, I believe that his characterisation of the theory and practice of Community of Inquiry facilitation does not take account of approaches to indoctrination and the idea of philosophical self-effacement that can lessen his worries. Secondly, I will argue that Hand makes some sharp cuts—particularly between justified, controversial and unjustified moral standards—that do not stand up to scrutiny, and that he unnecessarily narrows the scope of moral inquiry. Finally, I will explore the practicalities of these considerations. How should we approach the idea of directive teaching in training facilitators? What should moral inquiry cover? In doing so, I see much of value in Hand’s approach, but also recommend some modifications.



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Tim Sprod
University of Tasmania (PhD)

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