Abstract

The norms associated with HP Grice’s cooperative principle focus on exchange of information and require considerable extension in order to capture the presiding features of discourse that attempts to inquire into a problem or an issue. These features are revealed by looking at the case of collaborative philosophical inquiry. Although it is a special case, the findings have widespread implications for education. When teachers venture beyond the kind of informative discourse that has traditionally monopolised verbal exchange in the classroom and engage in collaborative inquiry-based teaching, they need to attend to the norms that govern such discourse.