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Citizenship as a Learning Process: Democratic education without foundationalism

In Darryl R. J. Macer & Souria Saad-Zoy (eds.), Asian-Arab philosophical dialogues on globalization, democracy and human rights. Bangkok: UNESCO, Regional Unit for Social and Human Sciences in Asia and the Pacific. pp. 59-69 (2010)

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  1. Engagement as Dialogue: Camus, Pragmatism and Constructivist Pedagogy.Gilbert Burgh & Simone Thornton - 2015 - Education as Philosophies of Engagement, 44th Annual Conference of the Philosophy of Education Society of Australasia, Kingsgate Hotel, Hamilton, New Zealand, 22–25 November 2014.
    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 (Denton, 1964; Oliver, 1965; Götz, 1987; Curzon-Hobson, 2003; Marshall, 2007, 2008; Weddington, 2007; Roberts, 2008, 2013; Gibbons, 2013; Heraud, 2013; Roberts, Gibbons & Heraud, 2013) these analyses have not attempted to extrapolate pedagogical guidelines to develop an educational framework for children’s philosophical practice in the way Matthew Lipman did (...)
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  • Playing with Your Self: A Philosophical Exploration of Attitudes and Identities in Games.Liam Miller - unknown
  • Adaptive Demarchy: A Flexible Model of Deliberative Democracy for an Uncertain Political Context.Luke Benjamin Scott Zaphir - 2017 - Dissertation, The University of Queensland
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  • 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, inquiry (...)
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  • 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 a specific procedural method, and, therefore, that (...)
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  • Collaborative Philosophical Inquiry as Peace Pedagogy.Somayeh Khatibi Moghadam - 2019 - Dissertation, The University of Queensland
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  • Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: 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 for reconstructing education and how it translates (...)
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