Abstract
For Lipman, Dewey's influence translates into a certain conception of and relationship between democracy, citizenship and education. The present work, however, does not focus so much on Lipman’s deweyan base -which has been fruitfully explored-, as in the particular articulation that Lipman made of those notions for his Philosophy for Children proposal. The way in which our author configures the Community of Inquiry puts Philosophy in a central but paradoxically secondary place. That is to say, in the CI Philosophy is articulated with the "democracy as investigation" in such a way that the scope of possibilities left to Philosophy is limited. We believe that one of the main factors of this limitation is the deliberationist conception of dialogue in the CI. This is what we will try to unravel here, as an initial step in a work that will require successive explorations.