In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252 (2017)

Authors
Gilbert Burgh
University of Queensland
Abstract
Thinking skills pedagogies like those employed in a community of inquiry (COI) provide a powerful teaching method that fosters reconstruction of thinking in both teachers and students. This collaborative, dialogic approach enables teachers and students to think deeply about the thinking process within a supportive, structured learning environment, by fostering the transformative potential of lived experience. This paper explores the potential for cognitive dissonance (genuine doubt) during students’ experiences of inquiry to be transformed into impetus for the acquisition and improvement of social and intellectual inquiry capabilities and thinking behaviours across the curriculum.
Keywords cognitive dissonance  Community of Inquiry  critical thinking  science education  Charles Sanders Peirce  John Dewey  genuine doubt  inquiry skills and competencies
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