Document Type
Article
Publication Date
2023
Journal / Book Title
Analytic Teaching and Philosophical Praxis
Abstract
This article reconstructs and clarifies Charles S. Peirce’s conception of the relationship between inquiry and community, responding to the widespread use of the phrase “community of inquiry” in educational, philosophical, and civic contexts. After tracing the genealogy of the phrase, the essay offers a systematic account of Peirce’s theory of inquiry by identifying five central elements—anti-intuitionism, fallibilism, the belief–doubt–inquiry cycle, the logic of inquiry, and self-correction—and by explicating three indispensable roles that community plays within that theory: semiosis, corroboration, and mutual criticism. The article then examines the first educational adaptation of this idea in the work of Matthew Lipman, Ann Margaret Sharp, and Frederick S. Oscanyan, showing how their “community of philosophical inquiry” both derives from and departs from Peirce’s original framework. By situating philosophy for children within its Peircean lineage while also highlighting its distinctive pedagogical innovations, the essay clarifies ongoing debates and encourage more precise and historically informed uses of the concept of a community of inquiry across disciplines.
Journal ISSN / Book ISBN
2374-8257
MSU Digital Commons Citation
Gregory, Maughn Rollins, "(2023) Charles Peirce and the Community of Inquiry" (2023). Collected Papers of Maughn Rollins Gregory. 5.
https://digitalcommons.montclair.edu/iapc_mgregory/5
Published Citation
Gregory, Maughn Rollins (2022/2023) Charles Peirce and the Community of Inquiry. Analytic Teaching and Philosophical Praxis 42(1): 1-16. URL = https://journal.viterbo.edu/index.php/atpp/article/view/1215/1021.