Abstract

Much of the current research and writing on Community of Inquiry has focused on inquiry, specifically, it has focused on classroom discussion and how to move a classroom discussion in the direction of forming a community of inquiry. This is as it should be. Community of Inquiry, while finding its origins in Pierce's idea of a 19th century scientific community, has become focused and defined first in John Dewey and more recently and fully in Philosophy for Children and in particular in the work of Ann Margaret Sharp. The current work by Laurance Splitter and Ann Sharp will provide an even more fully developed picture of community of inquiry within classroom practice and philosophy for children.