Document Type
Article
Publication Date
2003
Journal / Book Title
Critical and Creative Thinking: The Australasian Journal of Philosophy for Children
Abstract
For some time, I have been interested in taking the idea of the community of inquiry (COI) beyond the context of philosophy and philosophy for children, to other subject areas and learning areas. We sometimes speak in impressively general terms about transforming "the classroom" into a community of inquiry assuming, perhaps, that once the practice of collective inquiry is established in one domain (eg philosophy), it will inevitably spread to others by the community itself. Another, somewhat more provocative way of stating this claim is to say that not only can subjects other than philosophy be taught as modes or forms of inquiry but, like philosophy itself, they cannot legitimately be taught in any other way. In order to establish such claims, we need the following: a description of the salient features of a community of philosophical inquiry (CPI) which is amenable to generalization in order to understand and argue for the notion of reconstructing the curriculum around COL This paper is devoted to the first part of this project, with a conclusion that points the way to how we might proceed to the second, more general, and more challenging part.
Book Publisher
Federation of Asia-Pacific Philosophy in Schools Associations
MSU Digital Commons Citation
Splitter, Laurance J., "(2003) Transforming how teachers teach and how students learn" (2003). Collected Papers of Laurance J. Splitter. 20.
https://digitalcommons.montclair.edu/iapc-lsplitter/20
Published Citation
Splitter, Laurance J. (2003) Transforming how teachers teach and how students learn. Critical and Creative Thinking: The Australasian Journal of Philosophy for Children 11(2): 31-46.