This paper presents the collective reflection of a temporary community of inquiry (COI) created during an international workshop at the 20th biennial ICPIC conference--“Philosophy In And Beyond the Classroom: P4wc Across Cultural, Social, and Political Differences”-- and the suggestions emerging from that event. The workshop, entitled “Pedagojazz—improvising and inquiring, community interplay”, was conducted via Zoom, but participants were both online and present in person. The topic focused on the pedagojazz perspective, and the short activities proposed were aimed at involving the (...) (temporary) COI in a collective discussion about how it would be possible to transform a community of inquiry into an inquiring-jazzing community. Three premises were introduced as common background on which to develop our reflections: the pedagojazz perspective; the connection between pedagojazz idioms and the different roles of the facilitator in P4wC; and the idea that jazz, and collective improvisation in particular, can inform COI development. The principles and practices of pedagojazz and collective improvisation are presented in detail here. During the workshop, Zoom chat and the Wooclap site were used to involve all participants and to gather their contributions and suggestions. A word cloud and three tables were produced and are presented here. Interesting themes, questions and perspectives emerged that can help us reflect in a more complex way on the education of P4wC facilitators across cultural, social and political differences. (shrink)

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. (shrink)

This contribution presents a research developed in 2007, based on the data gathered during the first Italian meeting of Philosophy for Children which took place in Padua, with the collaboration of the University of Padua. The application forms and the proposals made during the meeting have been used to draw some guide lines of the Italian P4C outline. It is important to underline that this inquiry does not pretend to be complete because some teachers were not able to be present (...) at the meeting and because members of Italian P4C community are increasing every year. For these reasons the portrait presented, even if useful and careful in our opinion, is not complete. The aim of this paper is to describe the different training courses that are present in Italy and that are officially recognized by the Institute for the Advancement of Philosophy for Children and by the International Council for Philosophical Inquiry with Children , and to present a variety of experiences that were realized in Italian regions in 2006/2007. (shrink)