Results for 'community of inquiry'

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  1. Communities of Inquiry: Politics, power and group dynamics.Gilbert Burgh & Mor Yorshansky - 2011 - Educational Philosophy and Theory 43 (5):436-452.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) (...)
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  2. Elaborating "dialogue" in communities of inquiry: Attention to discourse as a method for facilitating dialogue across difference.Jennifer A. Vadeboncoeur, Claire Alkouatli & Negar Amini - 2015 - Childhood and Philosophy 11 (22):299-318.
    In communities of inquiry, dialogue is central as both the means and the outcome of collective inquiry. Indeed, features of dialogue—including formulating and asking questions, developing hypotheses and explanations, and offering and requesting reasons—are often highlighted as playing a significant role in the quality of the dialogue that unfolds. We inquire further into the quality of dialogue by arguing that dialogue should enable the expansion of epistemic openness, rather than its contraction, and that this is especially important in (...)
     
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  3. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Maughn Rollins Gregory & Megan Laverty (eds.) - 2017 - London, UK: Routledge.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers (...)
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  4.  43
    Democratic communities of inquiry: Creating opportunities to develop citizenship.Luke Zaphir - 2018 - Educational Philosophy and Theory 50 (4):359-368.
    One of the most significant obstacles to inquiry and deliberation is citizenship education. There are few mechanisms for the development of citizens’ democratic character within most societies, and greater opportunities need to be made to ensure our democracies are epistemically justifiable. The character and quality of citizens’ interactions are a crucial aspect for any democracy; their engagement make a significant difference between a deliberative society and an electoral oligarchy. I contend that through demarchic procedures, citizens are subject to collective (...)
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  5.  87
    Ethics and the Community of Inquiry: Education for deliberative democracy.Gilbert Burgh, Terri Field & Mark Freakley - 2006 - South Melbourne: Cengage/Thomson.
    Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.
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  6.  37
    Autistic Students within the Community of Inquiry.Rylan Garwood - 2023 - Stance 16 (1):50-61.
    The standard pedagogy within Philosophy for Children courses is the community of inquiry. In this paper, I argue that the current form of the community of inquiry does not properly accommodate autistic students. Using observations from Benjamin Lukey alongside my personal testimony, I illustrate how autistic students may struggle within the community of inquiry. Importantly, I argue that this need not be the case, as the community of inquiry can be made more (...)
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  7.  84
    Community of inquiry: Its past and present future.Michael J. Pardales & Mark Girod - 2006 - Educational Philosophy and Theory 38 (3):299–309.
    The following paper outlines the historical and philosophical development of, ‘community of inquiry’ in educational discourse. The origins of community of inquiry can be found in the philosophical work of C. S. Peirce. From Peirce the notion of community of inquiry is adopted and developed by educational theorists of different orientations. Community of inquiry denotes an approach to teaching that alters the structure of the classroom in fundamental ways. With particular consideration given (...)
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  8.  10
    The Community of Inquiry.Mor Yorshansky - 2009 - Thinking: The Journal of Philosophy for Children 19 (2-3):42-49.
    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 (...)
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  9.  72
    Community of Inquiry and Community of Philosophical Inquiry.Marie-France Daniel & Richard Pallascio - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):51-66.
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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  10.  74
    Moral education in the community of inquiry.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    Moral inquiry - inquiry with children and young people into the justification for subscribing to moral standards - is central to moral education and philosophical in character. The community of inquiry (CoI) method is an established and attractive approach to teaching philosophy in schools. There is, however, a problem with using the CoI method to engage pupils in moral inquiry: some moral standards should be taught directively, with the aim of bringing it about that pupils (...)
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  11. The Community of Inquiry: Blending Philosophical and Empirical Research.Clinton Golding - 2014 - Studies in Philosophy and Education 34 (2):205-216.
    Philosophical research tends to be done separately from empirical research, but this makes it difficult to tackle questions which require both. To make it easier to address these hybrid research questions, I argue that we should sometimes combine philosophical and empirical investigations. I start by describing a continuum of research methods from data collecting and analysing to philosophical arguing and conceptualising. Then, I outline one possible middle-ground position where research is equally philosophical and empirical: the Community of Inquiry (...)
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  12.  9
    A Community of Inquiry: Conversations Between Classical American Philosophy and American Literature.Patrick Kiaran Dooley - 2008 - Kent State University Press.
    Examines the connections between American philosophy and literature. This title includes discussion of subjects ranging from Stephen Crane's metaphysics to business ethics in William Dean Howells, pragmatic religion in Willa Cather and Harold Frederic, John Steinbeck's philosophy of work, and Norman Maclean's philosophy of community.
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  13. Philosophic Communities of Inquiry: The Search for and Finding of Meaning as the Basis for Developing a Sense of Responsibility.Arie Kizel - 2017 - Childhood and Philosophy 13 (26):87 - 103.
    The attempt to define meaning arouses numerous questions, such as whether life can be meaningful without actions devoted to a central purpose or whether the latter guarantee a meaningful life. Communities of inquiry are relevant in this context because they create relationships within and between people and the environment. The more they address relations—social, cognitive, emotional, etc.—that tie-in with the children’s world even if not in a concrete fashion, the more they enable young people to search for and find (...)
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  14. Community of Inquiry as a Complex Communicative System1.Nadia Stoyanova Kennedy - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):13-18.
     
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  15. Philosophy for Children, Community of INquiry, and Human Rights Education.Karen Mizell - 2015 - Childhood and Philosophy 11 (22):319-328.
    The Community of Inquiry is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy. Such dialogues can (...)
     
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  16.  15
    On the Relevance of Cognitive Neuroscience for Community of Inquiry.Mark Leonard Weinstein & Dan Fisherman - 2019 - Childhood and Philosophy 15:01-19.
    Community of inquiry is most often seen as a dialogical procedure for the cooperative development of reasonable approaches to knowledge and meaning. This reflects a deep commitment to normatively based reasoning that is pervasive in a wide range of approaches to critical thinking and argument, where the underlying theory of reasoning is logic driven, whether formal or informal. The commitment to normative reasoning is deeply historical reflecting the fundamental distinction between reason and emotion. Despite the deep roots of (...)
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  17. Communities of inquiry and democratic politics.Cillian Mcbride - 2009 - Transactions of the Charles S. Peirce Society 45 (1):pp. 71-74.
    This contribution raises two questions about Talisse’s strategy of grounding democratic norms in a perfectionist account of epistemic agency: first, whether a perfectionist account of epistemic agency is plausible in itself, and second, whether Talisse is right to posit such a close relationship between communities of inquiry and democratic community? Epistemic perfectionism is rejected in favour of a more pluralist view of epistemic agency which starts from an account of the agent’s particular responsibilities. Next it is argued that (...)
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  18. Inoculation against Wonder: Finding an antidote in Camus, pragmatism and the community of inquiry.Gilbert Burgh & Simone Thornton - 2016 - Educational Philosophy and Theory 48 (9):884-898.
    In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, (...)
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  19.  80
    Trust and the community of inquiry.Haynes Felicity - 2018 - Educational Philosophy and Theory 50 (2):144-151.
    This article investigates the place of trust in learning relations in the classroom, not only between teacher and student, but also between student and student. To do this, it will first examine a pedagogy called community of inquiry, espoused by John Dewey and used in most Philosophy for Children courses in Australia. It will then consider what different forms of trust are involved in other power relations in the classroom, particularly the rational structuralism of R.S Peters, or the (...)
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  20.  66
    Philosophical Community of Inquiry as a New Approach to Moral Education in Korea.Seung-Ju Lee - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:181-188.
    The current moral education is focused on character building of Lickona. Several papers and books pointed out that his thesis has some drawbacks. As a teacher in charge of moral education in class, I have also found out them without effort. For these reasons, I simply pointed out disadvantages of Lickona’s thesis on this paper, then studied how to apply philosophical community of inquiry (PCOI) as the new model of moral education for Korean middle school classes (Now I (...)
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  21. Pragmatism And The Community Of Inquiry.Philip Cam - 2011 - Childhood and Philosophy 7 (13):103-119.
    The influence of pragmatism—and of Dewey in particular—upon Lipman’s conception of the classroom Community of Inquiry is pervasive. The notion of the Community of Inquiry is directly attributable to Peirce, while Dewey maintained that inquiry should form the backbone of education in a democratic society, conceived of as an inquiring community. I explore the ways in which pragmatic conceptions of truth and meaning are embedded in the Community of Inquiry, as well as (...)
     
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  22.  62
    Human rights, specification and communities of inquiry.Yann Allard-Tremblay - 2015 - Global Constitutionalism 4 (2): 254-287.
    This paper offers a revised political conception of human rights informed by legal pluralism and epistemic considerations. In the first part, I present the political conception of human rights. I then argue for four desiderata that such a conception should meet to be functionally applicable. In the rest of the first section and in the second section, I explain how abstract human rights norms and the practice of specification prevent the political conception from meeting these four desiderata. In the last (...)
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  23. Community of Inquiry in Mathematics for Higher Education.Louise Lafortune, Marie-France Daniel, Richard Pallascio & Piere Sykes - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):81-89.
  24.  24
    Community of Inquiry and Differences of the Heart.John C. Thomas - 1997 - Thinking: The Journal of Philosophy for Children 13 (1):42-48.
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  25.  53
    The Community of Inquiry as a Means for Cultivating Democracy.Pablo CevaIIos-Estarellas & Brynhildur Sigurdardottir - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):45-57.
  26.  41
    Schooling, Community of Philosophical Inquiry and a New Sensibility.David K. Kennedy - 2023 - Childhood and Philosophy 19:01-21.
    This paper seeks to reconstruct the role of schooling in a moment of accelerated social, political, economic, geo-political, climatic, indeed planetary crisis. It identifies the school as a potentially prefigurative institution, an evolutionary social frontier, capable of nurturing the democratic social character, a form of sensibility apart from which authentic political democracy is not possible. As theorized by Herbert Marcuse and Richard Hart and Antonio Negri, the “new sensibility” or “multitude” is characterized by greater psychological freedom, individuality, social creativity and (...)
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  27.  52
    Book review: In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education, by Maughn Rollins Gregory and Megan Jane Laverty (eds). [REVIEW]Gilbert Burgh - 2020 - Journal of Philosophy in Schools 7 (1):132-138.
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), and who (...)
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  28.  16
    In community of inquiry with Ann Margaret Sharp: Childhood, philosophy and education: edited by Maughn Rollins Gregory and Megan Jane Laverty, London, Routledge, 2018, xviii + 264 pp., £36.99 (paperback), ISBN 978-0367204235.Chi-Ming Lam - 2019 - Educational Philosophy and Theory 52 (10):1105-1107.
    Volume 52, Issue 10, September 2020, Page 1105-1107.
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  29.  33
    A Community of Inquiry.Patrick Shade - 2008 - Newsletter of the Society for the Advancement of American Philosophy 36 (107):29-32.
  30.  23
    In community of inquiry with Ann Margaret Sharp: childhood, philosophy and education.Ann Margaret Sharp - 2018 - New York, NY: Routledge, Taylor and Francis Group. Edited by Megan Laverty & Maughn Rollins Gregory.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of 'the community of philosophical inquiry' (CPI) as a way of practicing 'Philosophy for Children' and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp's insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers (...)
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  31.  99
    Reconstruction of Thinking across the Curriculum through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2016 - In Maughn Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. London, UK: Routledge. pp. 245-252.
    Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the (...)
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  32.  71
    Rethinking teacher preparation for teaching controversial topics in a community of inquiry.Simone Thornton, Gilbert Burgh, Jennifer Bleazby & Mary Graham - 2022 - In Arie Kizel (ed.), Philosophy with children and teacher education: Global perspectives on critical, creative and caring thinking. Routledge. pp. 194-203.
    Contemporary socio-political issues often seen as socially controversial and highly politicised topics, such as anthropogenic climate change, public scepticism over preventive public health measures during pandemics such as COVID-19, and Indigenous sovereignty, lands rights, and ways of knowing, being and doing, highlight the need for education to address such issues more effectively. Controversial issues do not exist in isolation. They are connected to questions of order, interpretation, meaning-making, ethics, and why and how we live, i.e., to philosophical questions. We argue (...)
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  33.  28
    In Community of Inquiry with Ann Margaret Sharp.Stephanie Burdick-Shepherd - 2019 - Education and Culture 35 (2):59.
    Ann Margaret Sharp, American philosopher of education, believed that friends could, in fact, be quite critical of one another. Writing in her essay, “What is a Community of Inquiry,” she states,... but children know that the group has taken on a great significance for them: each one’s happiness means as much to each of them as their own. They truly care for each other as persons, and this care enables them to converse in ways they never have before. (...)
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  34. The unsettlement of communities of inquiry.Isaac Ariail Reed & Mayer N. Zald - 2014 - In Richard Swedberg (ed.), Theorizing in Social Science: The Context of Discovery. Stanford, California: Stanford University Press.
     
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  35.  22
    The Community of Inquiry and Educational Structure.David Kennedy - 1991 - Thinking: The Journal of Philosophy for Children 9 (4):20-23.
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  36. Critical Thinking and Community of Inquiry within Professional Organizations in the Developing World.E. Elicor Peter Paul - 2017 - Journal of Human Values 23 (1):13-20.
    In this article, I intend to underscore the importance of critical thinking in rendering invaluable positive contributions and impact within professional organizations in the developing world. I argue that critical thinking treated as a normative principle and balanced with a pragmatic orientation provides a rational framework for resolving conflicts that oftentimes ensue from the incoherence between Western-based organizational theories and the actual circumstances of a developing country. In order to optimize the benefits of critical thinking, I also argue that it (...)
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  37. Critical Thinking, a Philosophical Community of Inquiry and the Science/Maths Teacher.Greg Smith - 1994 - Analytic Teaching and Philosophical Praxis 15 (2).
    In life reason and emotion are best when complementary. In fact active inquiry in philosophy and in science and mathematics do meet best in the learning process. Since significant meaning making activities can occur in mathematics, philosophy should be studied in the science class. "The notion that mathematics is cold-blooded and stories are warm-blooded must be rethought.".
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  38.  59
    Community of Inquiry.Linda Nowell - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (4):12-13.
  39.  67
    What is a Community of Inquiry?Tim Sprod - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):4-28.
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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  40.  35
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Claire Elise Katz - 2020 - Metaphilosophy 51 (4):618-622.
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  41. Reconstruction in philosophy education: The community of inquiry as a basis for knowledge and learning.Gilbert Burgh - 2009 - In Australasia Philosophy of Education Society of (ed.), The Ownership and Dissemination of Knowledge, 36th Annual Conference of the Philosophy of Education Society of Australasia, Queensland University of Technology, Brisbane, Australia, 4–7 December 2008. Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means (...)
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  42.  7
    What’s in a name? The uses of ‘Community of Inquiry’.Tim Sprod - 2024 - Journal of Philosophy in Schools 11 (1):40.
    The term ‘Community of Inquiry’, introduced by Matthew Lipman and Ann Margaret Sharp, is central to, and widely used within, the Philosophy for Children movement. However, it has not been used consistently, having at least two distinguishable meanings—a narrow-sense and a wide-sense—and possibly as many as five, if we distinguish the narrow-sense CoI session from the narrow-sense CoI pedagogy and the narrow-sense CoI group, and recognise a transcendental sense. After exploring usages of the term, together with the various (...)
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  43.  34
    Developing an International Community of Inquiry.Daniela G. Camhy - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:15-22.
    In this paper I want to analyse the meaning of the community of inquiry in multiethnic contexts and introduce best practice examples from Austria. The idea of community and the practice of philosophy are central to the work in Philosophy for Children. The development of community of inquiry is not only a method forfostering philosophical dialogue, it is a process that also leads to educational practice with community activity. So it has much to offer (...)
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  44. Justice and Global Communities of Inquiry.Phillip Deen - 2013 - In Shane Ralston (ed.), Philosophical Pragmatism and International Relations: Essays for a Bold New World. Lexington Books. pp. 111-126.
  45. P4C, Community of Inquiry, and Methodological Faith.Dale Cannon - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):30-35.
    n this paper I venture to bring out and disclose an element of faith at the heart of the kind of critical inquiry that we encourage and foster in philosophy with children. It is clearly distinct from doubt, the kind of doubt we customarily associate with what makes critical thinking critical, but, properly understood, it grants to doubt and critical reflection essential roles in the process. What I mean by “faith” in this connection may be understood as trust and (...)
     
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  46. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, edited by Maughn Rollins Gregory and Megan Jane Laverty.Susan T. Gardner - 2019 - Teaching Philosophy 42 (1):61-64.
  47. Place, empire, environmental education and the community of inquiry.Simone Thornton, Gilbert Burgh & Mary Graham - 2024 - Journal of Philosophy in Schools 11 (1):83–103.
    Place-based education is founded on the idea that the student’s local community is one of their primary learning resources. Place-based education’s underlying educational principle is that students need to first have an experiential understanding of the history, culture, and ecology of the environment in which they are situated before tackling broader national and global issues. Such attempts are a step in the right direction in dealing with controversial issues in a democracy by providing resources for synthesising curriculum though theory (...)
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  48.  18
    Using the community of inquiry methodology in teaching bioethics: a focus on skills development.David L. Hunter - 2008 - Monash Bioethics Review 27 (1-2):33-41.
    The community of inquiry methodology was developed by Professor Matthew Lipman to enable the teaching of philosophy in schools. Lipman felt that inquiry-based learning was essential in schools because:Education should empower children to be thoughtful about the lives they lead, and doing philosophy is important to that goalThe community of inquiry is a powerful pedagogical tool to foster student engagement, critical thinking, and collaborative and affective skills development As such it can be useful in the (...)
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  49.  96
    Ethics and the community of inquiry: Education for deliberative democracy - by Burgh, G., field, T., & freakley, M.Clinton Golding - 2008 - Educational Philosophy and Theory 40 (3):460–462.
  50. The narrow-sense and wide-sense community of inquiry: What it means for teachers.Gilbert Burgh - 2021 - Analytic Teaching and Philosophical Praxis 41 (1):12-26.
    In this paper, I introduce the narrow-sense and wide-sense conceptions of the community of inquiry (Sprod, 2001) as a way of understanding what is meant by the phrase ‘converting the classroom into a community of inquiry.’ The wide-sense conception is the organising or regulative principle of scholarly communities of inquiry and a classroom-wide ideal for the reconstruction of education. I argue that converting the classroom into a community of inquiry requires more than following (...)
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