Improvising inquiry in the community: The teacher profile

Childhood and Philosophy 16 (36):01-17 (2020)
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Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry? What type of reasoning can be developed? This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be developed extemporaneously when teacher and students form a community with an “improvising” habitus. On the other hand, we underscore the intrinsic improvisational dimension of inquiry that takes shape in philosophical dialogue in the community. To develop these two educational and formative perspectives, participants students and particularly teachers must first acquire a “readiness” for improvisation which is a sort of complex attitude. Some results of previous research on improvisation are presented to explain and emphasize the features of this complex disposition. Teachers who improvise suddenly open a window on events happening in the community, serving as an example for the class which is invited to do the same. Teachers thus become improviser-facilitators within the community, embracing the feature of a new jazz-pedagogy at the same time.



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Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Exaptation–A missing term in the science of form.Stephen Jay Gould & Elisabeth S. Vrba - 1982 - In David L. Hull & Michael Ruse (eds.), The Philosophy of Biology. Oxford University Press.
The creativity of undergoing.Timothy Ingold - 2014 - Pragmatics and Cognition 22 (1):124-139.
Philosophical Discussion Plans and Exercises.Matthew Lipman - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):64-77.

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