Results for 'Community of Inquiry'

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  1.  3
    The Community of Inquiry and Educational Structure.David Kennedy - 1991 - Thinking: The Journal of Philosophy for Children 9 (4):20-23.
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  2.  14
    The Psychodynamics of Community of Inquiry and Educational Reform: A Cross-Cultural Perspective.Pavel Lushyn & David Kennedy - 2000 - Thinking: The Journal of Philosophy for Children 15 (3):9-16.
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  3.  81
    Communities of Inquiry: Politics, Power and Group Dynamics.Gilbert Burgh & Mor Yorshansky - 2011 - Educational Philosophy and Theory 43 (5):436-452.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) (...)
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  4. Philosophic Communities of Inquiry: The Search for and Finding of Meaning as the Basis for Developing a Sense of Responsibility.Arie Kizel - 2017 - Childhood and Philosophy 13 (26):87 - 103.
    The attempt to define meaning arouses numerous questions, such as whether life can be meaningful without actions devoted to a central purpose or whether the latter guarantee a meaningful life. Communities of inquiry are relevant in this context because they create relationships within and between people and the environment. The more they address relations—social, cognitive, emotional, etc.—that tie-in with the children’s world even if not in a concrete fashion, the more they enable young people to search for and find (...)
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  5.  23
    Community of Inquiry: Its Past and Present Future.Michael J. Pardales & Mark Girod - 2006 - Educational Philosophy and Theory 38 (3):299–309.
    The following paper outlines the historical and philosophical development of, ‘community of inquiry’ in educational discourse. The origins of community of inquiry can be found in the philosophical work of C. S. Peirce. From Peirce the notion of community of inquiry is adopted and developed by educational theorists of different orientations. Community of inquiry denotes an approach to teaching that alters the structure of the classroom in fundamental ways. With particular consideration given (...)
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  6.  69
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Maughn Rollins Gregory & Megan Laverty (eds.) - 2017 - London, UK: Routledge.
    In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers (...)
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  7.  69
    The Community of Inquiry: Blending Philosophical and Empirical Research.Clinton Golding - 2015 - Studies in Philosophy and Education 34 (2):205-216.
    Philosophical research tends to be done separately from empirical research, but this makes it difficult to tackle questions which require both. To make it easier to address these hybrid research questions, I argue that we should sometimes combine philosophical and empirical investigations. I start by describing a continuum of research methods from data collecting and analysing to philosophical arguing and conceptualising. Then, I outline one possible middle-ground position where research is equally philosophical and empirical: the Community of Inquiry (...)
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  8.  58
    Ethics and the Community of Inquiry: Education for Deliberative Democracy.Gilbert Burgh, Terri Field & Mark Freakley - 2006 - South Melbourne: Cengage/Thomson.
    Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.
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  9.  12
    The Community of Inquiry.Ann Margaret Sharp - 1991 - Thinking: The Journal of Philosophy for Children 9 (2):31-37.
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  10. Communities of Inquiry and Democratic Politics.Cillian McBride - 2009 - Transactions of the Charles S. Peirce Society 45 (1):pp. 71-74.
    This contribution raises two questions about Talisse’s strategy of grounding democratic norms in a perfectionist account of epistemic agency: first, whether a perfectionist account of epistemic agency is plausible in itself, and second, whether Talisse is right to posit such a close relationship between communities of inquiry and democratic community? Epistemic perfectionism is rejected in favour of a more pluralist view of epistemic agency which starts from an account of the agent’s particular responsibilities. Next it is argued that (...)
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  11.  1
    A Pragmatist Philosophy of Democracy : Communities of Inquiry.Robert B. Talisse - 2007 - Routledge.
    Contiene: Email and ethics -- Causation and laws of nature -- Internalism and epistemology -- Einstein, relativity, and absolute simultaneity -- Epistemology modalized -- Truth and speech acts -- Fiction, narrative, and knowledge -- A pragmatist philosophy of democracy.
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  12. What is a 'Community of Inquiry'?Ann Margaret Sharp - 1987 - Journal of Moral Education 16 (1):37-45.
    Abstract When we speak about the aim of doing philosophy on the elementary school level with children as transforming classrooms into ?communities of inquiry?, we make certain assumptions about nature and personhood and the relationship between the two. We also make certain assumptions about dialogue, truth and knowledge. Further, we make assumptions regarding the ability of children to form such communities that will engender care for one another as persons with rights, a tolerance for each other's views, feelings, imaginings, (...)
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  13.  20
    Democratic Communities of Inquiry: Creating Opportunities to Develop Citizenship.Luke Zaphir - 2018 - Educational Philosophy and Theory 50 (4):359-368.
    One of the most significant obstacles to inquiry and deliberation is citizenship education. There are few mechanisms for the development of citizens’ democratic character within most societies, and greater opportunities need to be made to ensure our democracies are epistemically justifiable. The character and quality of citizens’ interactions are a crucial aspect for any democracy; their engagement make a significant difference between a deliberative society and an electoral oligarchy. I contend that through demarchic procedures, citizens are subject to collective (...)
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  14. What is a 'Community of Inquiry'?Ann Margaret Sharp - 1987 - Analytic Teaching and Philosophical Praxis 8 (1).
    When we speak about the aim of doing philosophy on the elementary school level with children as transforming classrooms into 'communities of inquiry', we make certain assumptions about nature and personhood and the relationship between the two. We also make certain assumptions about dialogue, truth and knowledge. Further, we make assumptions regarding the ability of children to form such communities that will engender care for one another as persons with rights, a tolerance for each other's views, feelings, imaginings, creations (...)
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  15.  51
    Philosophical Community of Inquiry as a New Approach to Moral Education in Korea.Seung-ju Lee - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:181-188.
    The current moral education is focused on character building of Lickona. Several papers and books pointed out that his thesis has some drawbacks. As a teacher in charge of moral education in class, I have also found out them without effort. For these reasons, I simply pointed out disadvantages of Lickona’s thesis on this paper, then studied how to apply philosophical community of inquiry (PCOI) as the new model of moral education for Korean middle school classes (Now I (...)
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  16. Power, Manipulation and Control in a Community of Inquiry.Pavel Lushyn & David Kennedy - 2003 - Analytic Teaching and Philosophical Praxis 23 (2):103-110.
     
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  17.  12
    In Community of Inquiry with Ann Margaret Sharp.Stephanie Burdick-Shepherd - 2019 - Education and Culture 35 (2):59.
    Ann Margaret Sharp, American philosopher of education, believed that friends could, in fact, be quite critical of one another. Writing in her essay, “What is a Community of Inquiry,” she states,... but children know that the group has taken on a great significance for them: each one’s happiness means as much to each of them as their own. They truly care for each other as persons, and this care enables them to converse in ways they never have before. (...)
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  18.  35
    Trust and the Community of Inquiry.Haynes Felicity - 2018 - Educational Philosophy and Theory 50 (2):144-151.
    This article investigates the place of trust in learning relations in the classroom, not only between teacher and student, but also between student and student. To do this, it will first examine a pedagogy called community of inquiry, espoused by John Dewey and used in most Philosophy for Children courses in Australia. It will then consider what different forms of trust are involved in other power relations in the classroom, particularly the rational structuralism of R.S Peters, or the (...)
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  19. Elaborating "Dialogue" in Communities of Inquiry: Attention to Discourse as a Method for Facilitating Dialogue Across Difference.Jennifer A. Vadeboncoeur, Claire Alkouatli & Negar Amini - 2015 - Childhood and Philosophy 11 (22):299-318.
    In communities of inquiry, dialogue is central as both the means and the outcome of collective inquiry. Indeed, features of dialogue—including formulating and asking questions, developing hypotheses and explanations, and offering and requesting reasons—are often highlighted as playing a significant role in the quality of the dialogue that unfolds. We inquire further into the quality of dialogue by arguing that dialogue should enable the expansion of epistemic openness, rather than its contraction, and that this is especially important in (...)
     
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  20.  39
    The Community of Inquiry as a Means for Cultivating Democracy.Pablo Cevaiios-Estarellas & Brynhildur Sigurdardottir - 2000 - Inquiry: Critical Thinking Across the Disciplines 19 (2):45-57.
  21. Philosophy for Children, Community of INquiry, and Human Rights Education.Karen Mizell - 2015 - Childhood and Philosophy 11 (22):319-328.
    The Community of Inquiry is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy. Such dialogues can (...)
     
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  22.  62
    Inoculation Against Wonder: Finding an Antidote in Camus, Pragmatism and the Community of Inquiry.Gilbert Burgh & Simone Thornton - 2016 - Educational Philosophy and Theory 48 (9):884-898.
    In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, (...)
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  23.  16
    Book Review: In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education, by Maughn Rollins Gregory and Megan Jane Laverty (Eds). [REVIEW]Gilbert Burgh - 2020 - Journal of Philosophy in Schools 7 (1):132-138.
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), and who (...)
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  24. Community of Inquiry as a Complex Communicative System1.Nadia Stoyanova Kennedy - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):13-18.
     
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  25.  38
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, Edited by Maughn Rollins Gregory and Megan Jane Laverty.Susan T. Gardner - 2019 - Teaching Philosophy 42 (1):61-64.
  26. Enabling Identity: The Challenge of Presenting the Silenced Voices of Repressed Groups in Philosophic Communities of Inquiry.Arie Kizel - 2016 - Journal of Philosophy in Schools 3 (1):16-39.
    This article seeks to contribute to the challenge of presenting the silenced voices of excluded groups in society by means of a philosophic community of inquiry composed primarily of children and young adults. It proposes a theoretical model named ‘enabling identity’ that presents the stages whereby, under the guiding role played by the community of philosophic inquiry, the hegemonic meta-narrative of the mainstream society makes room for the identity of members of marginalised groups. The model is (...)
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  27.  49
    Community of Inquiry and Community of Philosophical Inquiry.Marie-France Daniel & Richard Pallascio - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):51-66.
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  28.  24
    Community of Inquiry: A Model for Professional Development.Linda Nowell - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (4):12-13.
  29.  60
    Self-Transformation in the Community of Inquiry.Ann Margaret Sharp - 1996 - Inquiry: Critical Thinking Across the Disciplines 16 (1):36-47.
  30.  8
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education.Claire Elise Katz - 2020 - Metaphilosophy 51 (4):618-622.
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  31.  2
    A Community of Inquiry: Conversations Between Classical American Philosophy and American Literature.Patrick Kiaran Dooley - 2008 - Kent State University Press.
    Examines the connections between American philosophy and literature. This title includes discussion of subjects ranging from Stephen Crane's metaphysics to business ethics in William Dean Howells, pragmatic religion in Willa Cather and Harold Frederic, John Steinbeck's philosophy of work, and Norman Maclean's philosophy of community.
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  32. Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means (...)
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  33.  18
    Moral Consciousness in a Community of Inquiry.Josephine Russell - 2002 - Journal of Moral Education 31 (2):141-153.
    In this qualitative research study moral consciousness was examined in a chosen sample of two groups of children, aged 7-8 and 11-12 years, respectively. An emergent research design was used, which meant analysing the data continually so that significant meanings could emerge in the process. What was important in the study could not be predetermined, but evolved from the categories of meaning that I derived inductively from the data. The results show that children have a strong moral sense and this (...)
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  34. Who is in the Community of Inquiry? Klein - 2013 - Transactions of the Charles S. Peirce Society 49 (3):413.
    A central theme of Cheryl Misak’s important new history is that there are two markedly different strands of the pragmatist tradition. One pragmatism traces back to Peirce, she thinks, and it takes seriously the ideals of logical precision, truth, and objectivity. This tradition had its insights carried through later analytic philosophy by figures like C. I. Lewis, Quine, and Davidson, among others. The second pragmatism has its roots in James’s (allegedly) more subjectivistic outlook and after Dewey’s death was revived by (...)
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  35.  8
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education.Walter Omar Kohan - 2018 - Educational Theory 68 (4-5):555-560.
  36.  21
    Worldmaking in the Community of Inquiry.Debbie Hotz - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):78-80.
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  37. Pragmatism And The Community Of Inquiry.Philip Cam - 2011 - Childhood and Philosophy 7 (13):103-119.
    The influence of pragmatism—and of Dewey in particular—upon Lipman’s conception of the classroom Community of Inquiry is pervasive. The notion of the Community of Inquiry is directly attributable to Peirce, while Dewey maintained that inquiry should form the backbone of education in a democratic society, conceived of as an inquiring community. I explore the ways in which pragmatic conceptions of truth and meaning are embedded in the Community of Inquiry, as well as (...)
     
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  38. Community of Inquiry in Mathematics for Higher Education.Louise Lafortune, Marie-France Daniel, Richard Pallascio & Piere Sykes - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):81-89.
  39. Critical Thinking and Community of Inquiry Within Professional Organizations in the Developing World.E. Elicor Peter Paul - 2017 - Journal of Human Values 23 (1):13-20.
    In this article, I intend to underscore the importance of critical thinking in rendering invaluable positive contributions and impact within professional organizations in the developing world. I argue that critical thinking treated as a normative principle and balanced with a pragmatic orientation provides a rational framework for resolving conflicts that oftentimes ensue from the incoherence between Western-based organizational theories and the actual circumstances of a developing country. In order to optimize the benefits of critical thinking, I also argue that it (...)
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  40.  44
    What is a Community of Inquiry?: Consideration on an Email Discussion List.Tim Sprod - 1997 - Inquiry: Critical Thinking Across the Disciplines 17 (1):4-28.
    In early 1997, participants on the p4c-list, an email discussion list, reacted to an anecdote about Wittgenstein’s lectures at Cambridge by engaging in a three month long exchange on the nature of a Community of Inquiry. This article is a lightly edited transcript of that discussion and, as such, not only addresses many aspects of the substantive issue, but also provides an exemplar of at least one type of Community of Inquiry.
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  41.  5
    Community of Inquiry: A Model for Professional Development.Linda Nowell - 1993 - Inquiry: Critical Thinking Across the Disciplines 11 (4):12-13.
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  42.  6
    A Community of Inquiry: Conversations Between Classical American Philosophy and American Literature.Patrick Shade - 2008 - Newsletter of the Society for the Advancement of American Philosophy 36 (107):29-32.
  43.  3
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education: Edited by Maughn Rollins Gregory and Megan Jane Laverty, London, Routledge, 2018, Xviii + 264 Pp., £36.99 (Paperback), ISBN 978-0367204235.Chi-Ming Lam - 2019 - Educational Philosophy and Theory 52 (10):1105-1107.
    Volume 52, Issue 10, September 2020, Page 1105-1107.
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  44.  4
    A Community of Inquiry: Conversations Between Classical American Philosophy and American Literature. [REVIEW]Patrick Shade - 2008 - Newsletter of the Society for the Advancement of American Philosophy 36 (107):29-32.
  45. The Notion of Pedagogical Authority in the Community of Inquiry.Peter Paul E. Elicor - 2017 - Kritike 11 (2):80-92.
    This article explores the notion of pedagogical authority as exercised in the Community of Inquiry, the method for facilitating Philosophy for Children (P4C). It argues that the teachers’ pedagogical authority in a Community of Inquiry is not predicated on their intellectual superiority or status. Rather it finds its legitimacy in their role as instigators of students’ thinking skills, which are assumed to be already possessed by the learners. This thesis is discussed in relation to Rancière’s concept (...)
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  46.  6
    Using the Community of Inquiry Methodology in Teaching Bioethics: A Focus on Skills Development.David L. Hunter - 2008 - Monash Bioethics Review 27 (1-2):33.
    The community of inquiry methodology was developed by Professor Matthew Lipman to enable the teaching of philosophy in schools. Lipman felt that inquiry-based learning was essential in schools because:Education should empower children to be thoughtful about the lives they lead, and doing philosophy is important to that goalThe community of inquiry is a powerful pedagogical tool to foster student engagement, critical thinking, and collaborative and affective skills development As such it can be useful in the (...)
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  47.  96
    Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry.Darren Chetty - 2018 - Ethics and Education 13 (1):39-54.
    In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it is unlikely to transgress the boundaries of white ignorance so as to view it from without. Drawing on scholarship in critical legal studies and social epistemology, I highlight how notions of reasonableness often include (...)
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  48.  61
    Reconstruction of Thinking Across the Curriculum Through the Community of Inquiry.Kim Nichols, Gilbert Burgh & Liz Fynes-Clinton - 2017 - In Maughn Rollins Gregory, Joanna Haynes & Karin Murris (eds.), The Routledge International Handbook of Philosophy for Children. Abingdon: Routledge. pp. 245-252.
    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 (...)
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  49.  31
    Human Rights, Specification and Communities of Inquiry.Yann Allard-Tremblay - 2015 - Global Constitutionalism 4 (2): 254-287.
    This paper offers a revised political conception of human rights informed by legal pluralism and epistemic considerations. In the first part, I present the political conception of human rights. I then argue for four desiderata that such a conception should meet to be functionally applicable. In the rest of the first section and in the second section, I explain how abstract human rights norms and the practice of specification prevent the political conception from meeting these four desiderata. In the last (...)
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  50.  62
    Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design.Nadia Kennedy & David Kennedy - 2011 - Journal of Philosophy of Education 45 (2):265-283.
    This article traces the development of the theory and practice of what is known as ‘community of inquiry’ as an ideal of classroom praxis. The concept has ancient and uncertain origins, but was seized upon as a form of pedagogy by the originators of the Philosophy for Children program in the 1970s. Its location at the intersection of the discourses of argumentation theory, communications theory, semiotics, systems theory, dialogue theory, learning theory and group psychodynamics makes of it a (...)
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