The Community of Inquiry

Thinking: The Journal of Philosophy for Children 19 (2-3):42-49 (2009)
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There may be a possibility that young women find it difficult to express their female ways of knowing and gain equal public representation. This leads us to reflect on a possible gap between a well developed theory of justice in P4C and pedagogical practices of social influence. In this paper I attempt to reflect on these questions provisionally, and suggest an initial theoretical framework for discussing such issues within the P4C movement. First, I report some personal and social narratives that were described by individual writers. These narratives reflect, mostly, female authors’ personal histories from childhood to adulthood, and how their carrier choices were influenced by prevailing constructed gender roles. Second, I discuss the theory of the Community of Inquiry (CI) and examine the possibilities for self transformation and women liberation that this practice allows. Third, I introduce Hannah Arendt’s argument that education should not attempt to present the future of the human condition as finite and resolved.



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