In the past decade well-designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its (...) effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short-term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently-available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long-term policy. (shrink)

In the past decade well‐designed research studies have shown that the practice of collaborative philosophical inquiry in schools can have marked cognitive and social benefits. Student academic performance improves, and so too does the social dimension of schooling. These findings are timely, as many countries in Asia and the Pacific are now contemplating introducing Philosophy into their curricula. This paper gives a brief history of collaborative philosophical inquiry before surveying the evidence as to its (...) effectiveness. The evidence is canvassed under two categories: schooling and thinking skills; and schooling, socialisation and values. In both categories there is clear evidence that even short‐term teaching of collaborative philosophical inquiry has marked positive effects on students. The paper concludes with suggestions for further research and a final claim that the presently‐available research evidence is strong enough to warrant implementing collaborative philosophical inquiry as part of a long‐term policy. (shrink)

This study explored the impact of facilitating collaborative philosophical inquiry, in the tradition of “Philosophy for Children,” on connectedness pedagogies. The study employed an experimental design that included 59 primary teachers in 2 groups. The experimental group received an intervention that comprised training in CPI and the comparison group received training in Thinking Tools, a subset of the CPI training. Lessons were coded on four variables of connectedness pedagogies, across the two groups, at three time-points. Teacher interviews (...) were conducted to gather participants’ perspectives. Between-groups analysis of variance on particular measures of pedagogy revealed that CPI significantly broadened teachers’ pedagogical repertoires, in ways that included drawing on students’ background knowledge and preparing a problem-based curriculum which connects students to the world beyond the classroom. (shrink)

This paper reports on collaborative research undertaken with the African Australian Christian Impact Centre (CIC) in Perth, Western Australia. It is part of a larger university philosophy outreach program in which the researchers seek to create opportunities for those on the educational and social margins, and young people, to engage in ‘doing philosophy’, and to learn from them about their experiences. We were interested to evaluate whether the collaborative philosophical inquiry methods we use in our university (...) teaching could be beneficial outside of a formal educational setting, for members of the culturally diverse, faith-based community of CIC. In this multi-method evaluative study, we examined the extent to which participation in a series of Community of Inquiry (CoI) sessions improved or did not improve participants’ self-assessment of: (1) their competence and confidence in communicating with others in different contexts; (2) their competence and confidence as a ‘thinker’; and (3) their social competence and confidence. Our findings on ‘communication’ are discussed in this paper. The facilitated philosophical discussions led to insights about ‘speaking out’ and ‘listening’, particularly with respect to participants’ experiences of cultural and generational differences. We suggest that participation in CoI in a faith-based community setting has the potential to significantly increase confidence in communication skills, and lead to greater intergenerational, intercultural, and intercommunity sensitivity. (shrink)

This paper introduces the concept of AI-inclusive epistemology, suggesting that artificial intelligence (AI) may develop its own epistemological perspectives, function as an epistemic agent, and assume the role of a quasi-member of society. We explore the unique capabilities of advanced AI systems and their potential to provide distinct insights within knowledge systems traditionally dominated by human cognition. Additionally, the paper proposes a framework for a sustainable symbiotic society where AI and human intelligences collaborate to enhance the breadth and depth of (...) epistemological pursuits. Through this exploration, we aim to redefine conventional knowledge paradigms by integrating the AI perspective, thereby fostering a more comprehensive and dynamic epistemological landscape. (shrink)

Research has shown that “no use” drug education programs, with the objective of scaring or shaming youth into abstinence, have not been effective in addressing problematic substance use. The ineffectiveness of such scare tactic approaches has led program developers to focus on prevention and harm reduction associated with drug use, or in general, health literacy promotion. While significant ‘discussion-based’ drug education programs have been developed over the past decade and has encouraged students to be expressive and critical thinkers regarding drug (...) use, their effective implementation has been a challenge. This paper introduces Engaged Philosophical Inquiry as a pedagogical approach in order to promote drug literacy. The EPI approach is used both as the content and means of professional development for high school teachers to address the significant role of teachers in these programs. Its goal is to help teachers become aware of and re-evaluate their biases, beliefs and behaviors, before they are able to facilitate a non-stereotyped, open, and thoughtful discussion on drug use related topics. The overall idea of this paper is based on an in-progress research project sponsored by Mitacs organization. It discusses the significance of the project by first presenting the existing methods and theoretical approaches to drug education. On that basis, it shows how EPI can contribute to traditional drug education approaches. It then describes how the methodology and phases of the project are rooted in a dialogical process that aim for a close collaboration with teachers. (shrink)

Matthew Lipman wrote that “questioning is the leading edge of inquiry.” This reflects the primacy of the question in a community of philosophical inquiry. The heart of the transformative potential of philosophy for children is student engagement in a dialogue grounded in the questions that most appeal to the group and the collaborative attempt to construct meaning and cultivate deep understanding. The students’ responsibility for choosing the question to begin their discussion enhances the democratic nature of (...) the community and highlights the preeminence within the inquiry of the issues that perplex the students. There is a significant relationship between having the children choose the question for discussion and the role of epistemological modesty – the acknowledgement that all members of the group, including the facilitator, are fallible and hold views that could end up being mistaken - in a community of philosophical inquiry. In order to encourage children to engage in what Lipman called “creative questioning,” it’s essential that we trust their judgment and support their cultivation of the inclination to question. (shrink)

This paper discusses some major similarities and differences between community of philosophical inquiry and community of mathematical inquiry , and offers a few examples of the implementation of CMI in the context of a school mathematics classroom. Three modes of CMI are suggested. The first mode facilitates inquiry into mathematical problems - that is, it provides a medium for “doing and talking mathematics.” In this case, CMI is primarily an avenue for problem solving—defining problems, interpreting them, (...) working with different methods to solve them, reflecting on suggested alternative methods, verifying solutions, and drawing conclusions. The second mode leads us to “talk about mathematics” through collaborative inquiry into mathematical concepts such as axioms, theorems, algorithms, infinity, and the posing of philosophical questions that concern mathematics as a system--particular structures and rules and their relation to human experience. The third mode makes use of CMI for meta-inquiry into our collective experience in “doing and talking mathematics” and “talking about mathematics,” and may be characterized as “talking about doing mathematics.”. (shrink)

The norms associated with HP Grice’s cooperative principle focus on exchange of information and require considerable extension in order to capture the presiding features of discourse that attempts to inquire into a problem or an issue. These features are revealed by looking at the case of collaborative philosophical inquiry. Although it is a special case, the findings have widespread implications for education. When teachers venture beyond the kind of informative discourse that has traditionally monopolised verbal exchange in (...) the classroom and engage in collaborative inquiry-based teaching, they need to attend to the norms that govern such discourse. (shrink)

Environmental problems often outstrip the abilities of any single scientist to understand, much less address them. As a result, collaborations within, across, and beyond the environmental sciences are an increasingly important part of the environmental science landscape. Here, we explore an insufficiently recognized and particularly challenging barrier to collaborative environmental science: value pluralism, the presence of non-trivial differences in the values that collaborators bring to bear on project decisions. We argue that resolving the obstacles posed by value pluralism to (...) collaborative environmental science requires detecting and coordinating the underlying problematic value differences. We identify five ways that a team might coordinate their problematic value differences and argue that, whichever mode is adopted, it ought to be governed by participatory virtues, pragmatic resolve, and moral concern. Relying on our experiences with the Toolbox Dialogue Initiative, as well as with other dialogical approaches that support team inquiry, we defend the claim that philosophical dialogue among collaborators can go a long way towards helping teams of environmental scientists and fellow travelers detect their problematic value differences. Where dialogical approaches fare less well is in helping teams coordinate these differences. We close by describing several principles for augmenting philosophical dialogue with other methods, and we list several of these methods in an appendix with brief descriptions and links for further learning. Overall, the article makes three main contributions to the research collaboration and values in science literatures: It deepens our understanding of problematic value pluralism in team science; It provides actionable guidance and methods for improving values-oriented philosophical dialogue interventions; and It demonstrates one way of doing engaged philosophy. (shrink)

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 reconceived as a research method. In this method, a group of participants engage in philosophical discussion and dialogue to answer the research question . I argue that this collaborative philosophical inquiry, moderated by a philosopher, provides a new method for collecting and testing data. The results are philosophical positions and arguments blended with empirical findings. Next, I illustrate how I used this philosophical–empirical method in a recent study to evaluate the strength of educational metaphors. I conclude that the Community of Inquiry is a viable means of combining philosophical and empirical research, and a new and worthwhile method for research in education. (shrink)

We provide a Camusian/Peircean notion of inquiry that emphasises an attitude of fallibilism and sustained epistemic dissonance as a conceptual framework for a theory of classroom practice founded on Deep Reflective Thinking (DTR), in which the cultivation of collective doubt, reflective evaluation and how these relate to the phenomenological aspects of inquiry are central to communities of inquiry. In a study by Fynes-Clinton, preliminary evidence demonstrates that if students engage in DRT, they more frequently experience cognitive dissonance (...) and as a result improve their ability to engage in further and more frequent DRT. Sustained intellectual progress occurs when the inquiry reaches a point whereby students can thoughtfully move between the position of disequilibrium (doubt) and equilibrium (belief) whilst understanding the impermanency of any fixed belief, which, in turn, enables reconstruction of thinking and appropriation of learning in the context of collaborative philosophical inquiry. (shrink)

In this unique work, Ken Gale and Jonathan Wyatt bring together three areas of scholarship: collaborative writing as method of inquiry, the philosophical approaches of the French philosopher, Gilles Deleuze, and the performativity of both writing and the "self". The book is a reflexive exploration into the theory and practice of collaborative writing, with their between-the-twos sequences of exchanged writings using a variety of forms and genres at the book's heart. Their collaboration offers an experimental, transgressive (...) and nomadic inquiry into subjectivity. Based upon the authors' joint doctoral dissertation, the book draws for its theoretical base primarily from the work of Deleuze, from both his philosophical "figures" and the insights that he offers into his collaborations with others. It also tells a story, conveying a sense of a relationship developing over time. This book will interest both academics and postgraduate students in the field of qualitative inquiry, including those involved in narrative inquiry, cultural, communication and performance studies, and autoethnography. (shrink)

Philosophical understanding of experimental scientific practice is impeded by disciplinary differences, notably that between philosophy and sociology of science. Severing the two limits the stock of philosophical case studies to narrowly circumscribed experimental episodes, centered on individual scientists or technologies. The complex relations between scientists and society that permeate experimental research are left unexamined. In consequence, experimental fields rich in social interactions have received only patchy attention from philosophers of science. This paper sketches a remedy for both the (...) symptom and its root cause. An empirical study of social interactions in an established field of biomedicine grounds a robust account of success in experimental practice. The core idea is the concept of collaboration, of participants working together on a common project toward a shared goal. The interactive social integument of experimental research is both examined and enacted in a study integrating socio-historical research and philosophical investigation. The two approaches are used in concert to explicate the concept of scientific objectivity. Their joint explication of this contested epistemic ideal demonstrates that philosophical and sociological approaches can work together toward a social epistemology of scientific practice. The explication is in three stages. First, a minimal framework for investigating collaborative activities is established. Social action is understood and evaluated in terms of the connection between shared goals that participants hope to accomplish together, and the coordinated means by which they try to do so. This connection is explicated as participation, a relation mediating between a group and its members, which includes minimal constraints of instrumental rationality. Second, this framework is fleshed out via empirical study of scientific practices. The focal case examines the intersection of immunology and stem cell research in mid-20th century biomedicine, tracing the key social interactions within and among laboratory groups, as the field of blood stem cell research emerged in the 1960s and advanced throughout the next four decades. The study yields a robust empirical result. Participants consistently recognize two aspects of scientific success: construction of improved models of blood cell development, and formation of new boundaries among scientific groups. In the third and final stage, this result is generalized to other experimental episodes and shown to fit with recent accounts of models in scientific practice. The generalized result approximates a familiar normative view of scientific knowledge. An epistemic ideal of scientific objectivity in practice is then derived from this robust general result, using the minimal constraints on rational participation. The derivation is analogous to specification of ends in moral philosophy; given the means taken and assuming some hope of success, what must the goal of scientific inquiry be like? The aim of science so conceived corresponds to a classic conception of scientific objectivity: knowledge independent of epistemic criteria specific to particular persons or groups. This result weaves together sociological and philosophical accounts of science, explicating the epistemic ideal of objectivity in relation to social aspects of scientific practice. This undercuts the entrenched dualism between normative, vs. descriptive approaches to scientific knowledge. Socio-historical study of science does not deflate, but vindicates, scientific objectivity. Philosophy and sociology are recast as collaborating participants in articulating social epistemology of science. (shrink)

Competition, and its effect on educational environments, has been widely debated. On the one hand, it is argued that competition raises attainment and, on the other, it is said that whilst it may raise attainment for some, it exists at the expense of a supportive school environment. Should philosophy undertaken as a subject in schools, such as P4C, involve any level of competition if there is a chance of it raising performance? Scholars have argued that communities of inquiry within (...) P4C conflict with the notion of competition, using competition as a contrast to cooperation, as competition implies that only certain voices will be heard and, without it, participation is more welcome and inclusive. Perhaps there is already too much competition in schools, in which case philosophy should be the one place students need not worry about competing with their peers and instead focus purely on collaboration. But what if the very skills that competition undermines are rewarded in a competition? While it stands that competition can silence particular voices and conflict with cooperation, I will argue that competition can avoid these outcomes and improve philosophical performance if such competition rewards collaboration and inquiry, therefore encouraging it. (shrink)

I focus here on archaeologists who work with Indigenous descendant communities in North America and address two key questions raised by their practice about the advantages of situated inquiry. First, what exactly are the benefits of collaborative practice—what does it contribute, in this case to archaeology? And, second, what is the philosophical rationale for collaborative practice? Why is it that, counter-intuitively for many, collaborative practice has the capacity to improve archaeology in its own terms and (...) to provoke critical scrutiny of its goals and methodological norms? The broader import, I argue, is a rethinking of traditional views of objectivity that takes social, contextual values to be a resource for improving what we know, rather than inevitably a source of compromising error and distortion (as discussed in detail in Chapters 7 and 9). (shrink)

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 in (...) the fields of education, philosophy, philosophy of education, Philosophy for Children and philosophy of childhood. Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp’s work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp’s ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole. The historical and philosophical nature of this collection means that it will be a vital resource for philosophers and educators. It should also be of great interest to teacher educators and those involved in the study of pragmatism and feminism, as well as the history of education across the globe, particularly in the United States of America. (shrink)

This book investigates how collaborative scientific practice yields scientific knowledge. At a time when most of today’s scientific knowledge is created in research groups, the author reconsiders the social character of science to address the question of whether collaboratively created knowledge should be considered as collective achievement, and if so, in which sense. Combining philosophical analysis with qualitative empirical inquiry, this book provides a comparative case study of mono- and interdisciplinary research groups, offering insight into the day-to-day (...) practice of scientists. The book includes field observations and interviews with scientists to present an empirically-grounded perspective on much-debated questions concerning research groups’ division of labor, relations of epistemic dependence and trust. (shrink)

What is heuristic inquiry, anyway? -- Locating heuristic inquiry within contemporary qualitative research -- Philosophical and theoretical foundations of heuristic inquiry -- Heuristic processes and phases -- Heuristic research design -- Heuristic data collection, organization, and analysis -- Relationality, reflexivity, and meaning-making -- Evaluating the research: a collaborative process -- Writing a living manuscript: an embodied relational approach -- Ethics of heuristic research -- Universal applications of heuristic inquiry: bridging research and living experience -- (...) An ending, beginning. (shrink)

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 in (...) the fields of education, philosophy, philosophy of education, Philosophy for Children and philosophy of childhood. Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp's work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp's ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole. The historical and philosophical nature of this collection means that it will be a vital resource for philosophers and educators. It should also be of great interest to teacher educators and those involved in the study of pragmatism and feminism, as well as the history of education across the globe, particularly in the United States of America. (shrink)

Research seems to be explicit on children’s benefit from parent’s participation in their schooling. The ways, though, parents can be involved are not yet apparent. A variety of educational strategies and programs are being tested globally in order to enhance the collaboration of the school with the family. Through Action Research, the effectiveness of an initiative of cooperation with the parents in a kindergarten school in Athens has been explored, during the School Years 2014-15 and 2015-16. The successful engagement of (...) philosophical practices for the students in previous years exposed the need for adopting the specific tool of Philosophy for Children for the community of parents. Carefully selected stories have been used as a stimulus for raising philosophical questions that were analysed in depth by parents and teachers. The creation of a philosophical community of inquiry with parents within school, revealed a new horizon of communication and cooperation while raising respect and empathy among all participants. This research exhibits that building communities of philosophical inquiry with children and adults likewise, and within the same environment reflects and strengthens dialogue between all parts of the school community triangle and it therefore seems to be an effective approach to be implemented. (shrink)

_CHOICE Outstanding Academic Title 2022__ In this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them._ Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in (...) social media policy to long-simmering concerns such as admissions and access and the future of historically Black colleges and universities. The editors then bring together a diverse group of scholars and practitioners with a broad array of disciplinary and personal backgrounds to offer their commentary and insight on the cases. Leaders in higher education are under immense pressure to respond to campus crises quickly, to quell controversy, and to avoid the backlash of public scrutiny in an ever-shifting sociopolitical terrain. Yet, in tension with such pressures, adequate responses to these dilemmas require leaders to make ethical, contextual choices that effectively foster inclusion, respect individual and institutional freedoms, and promote equity. Expanding the scope of inquiry, the contributors challenge underlying assumptions, raise points that had been omitted from the original cases, and imagine alternative solutions. _Ethics in Higher Education_ appeals to readers to do the same, in the interest of advancing ethical decision-making on campuses. (shrink)

In this paper, we explain how our individual PhD enquiries have informed the philosophical underpinnings of our postgraduate programmes. The approach used to ensure validity and rigour in the research process is presented. We report on the development of the International Research Centre for e-Innovation and Workplace Learning and its collaboration in European projects such as Pathway to Inquiry Based Learning, Inspiring Science Education and the African based Global e-Schools and Communities Initiative project Leadership Development in ICT and (...) the Knowledge Society. Our claim is that researching our own practice can be a transformative experience for the practitioner-researcher who is committed to generating knowledge that has personal, professional and social value. (shrink)

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 become effective vehicles for introducing children to discussions of human dignity and rights that also challenge traditional power relationships between adults and children. The uncritical assumption underlying such power differentials often contests the de facto rights and dignity of children. COI is a valuable tool for human rights education as it encourages children’s sensitivity to the rights and dignities of others and, simultaneously, honors children’s own rights and dignities as participating citizens in the global community. (shrink)

A disposition or dispositional property is a capacity, ability, or potential to display or exhibit some outcome. Evolvability refers to a disposition to evolve. This chapter discusses why the dispositional nature of evolvability matters—why philosophical distinctions about dispositions can have scientific implications. To that end, we build a conceptual toolkit with vocabulary from prior philosophical analyses using a different disposition: protein foldability. We then apply this toolkit to address several methodological questions related to evolvability. What entities are the (...) bearers of evolvability? What features causally contribute to the disposition of evolvability? How does evolvability manifest? The various possible answers to these questions available from philosophical distinctions suggest key implications for why the concept of evolvability as a disposition is useful in evolutionary research. These include (1) securing scientific virtues (e.g., explanatory depth and generalization, prediction or retrodiction, and control or manipulation) and (2) fostering interdisciplinary collaboration through the coordination of definitional diversity and different types of inquiry. Together these facilitate concentration on a variety of research questions at different levels of organization and on distinct time scales, all of which should be expected for a complex dispositional property such as evolvability. (shrink)

Until recently, English-speaking scholars have had few outlets to review the philosophy of sport literature generated in Slavonic countries. Existing English texts of this nature consist primarily of review essays providing little historical and cultural context from which to understand the development of specific tendencies in lines of inquiry from this part of the world (23,24,27). This article attempts to fill this gap in understanding by 1) briefly describing the cultural history of the Slavonic region, and, within this context, (...) 2) identifying key sport philosophers and their current trends of philosophic thought in sporting practices. It is hoped that this project will better inform scholars of the philosophy of sport research being done in Slavonic nations, will advance new scholarship in the English-speaking world, and will encourage more international collaboration within the discipline of philosophical kinanthropology. (shrink)

The Community of Inquiry is a pragmatic philosophy concept by John Dewey (1916) representing a "social, cognitive and teaching presence" in a process of collaborative research and learning experience. This article is meant to present a case study based on the experience of forming a community of inquiry with students of a Romanian university. The report will include aspects like: the process of group forming and group facilitation to foster collaborative critical thinking, a few philosophical (...) methods that aimed the consolidation of the group as a community of learning and inquiry as well as the training of individual critical thinking, self-reflective posture and openness to otherness. Results reveal students' initial preoccupations with certainty and difficulties in self expression at the beginning of the semester and presented increasingly more attitudes characteristic to collaborative learning and inquiry by the end of the semester, which is probably an effect of deliberately setting up a specific group culture to facilitate this goal. (shrink)

of democratizing social inquiry by actively engaging the subject in the design and conduct of research. Drawing on four examples of PAR-based social science and a democratic reconstruction of "epistemic privilege," this article argues that philosophers need to take seriously PAR's notion that democratic norms should guide social inquiry. But it does not advocate replacing mainstream or expert-directed social science by PAR. Instead, it maintains that it is both possible and sensible for PAR practitioners to collaborate with conventional (...) research. Indeed, certain forms of nonparticipatory social science seem indispensable for any extensive application of the PAR framework. The article concludes by drawing out its (controversial) implications for two central issues in the philosophy of social science: first, that the methods of social inquiry are distinct from those in the natural sciences and, second, that there is a sense in which social research can and should be "value neutral.". (shrink)

Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together (...) a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. -/- This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for implementation. (shrink)

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 undeniably made (...) a significant contribution to philosophy for/with children as a global movement. For anyone familiar with Philosophy for Children, they would, no doubt, also be familiar with its founder Matthew Lipman. However, not always acknowledged is that Ann Margaret Sharp, a philosopher of education, was also one of its pioneers who collaborated with Lipman to develop a theory and practice of the community of inquiry as a collaborative pedagogy and method for Philosophy with Children, as well as a pre-college curriculum. Also, not widely known is that the term ‘community of inquiry’ first appeared in an article co-authored by Lipman and Sharp (1978). Lipman credited Sharp with reconstructing the Peircean/Buchlerian notion of community of inquiry into a model of educational practice. Together they extensively developed the community of inquiry as an approach to teaching, said to transform the structure of the classroom in fundamental ways. Gregory and Laverty set the record straight regarding Sharp’s involvement in the development and success of Philosophy for Children as a school program and worldwide movement. Both editors are highly qualified for a project like this. Between them they have written numerous articles, book chapters and books and have co-edited books on philosophy of education, particularly philosophy for/with children. They are also well-respected practitioners who have collaborated with Sharp. (shrink)

In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of (...) knowledges, methods to produce knowledge and criteria to determine knowledge. Second, the dominance of western standards of producing and determining knowledge, especially in non-western societies, needs to be reduced, balanced and informed by local knowledges and experiences. And third, indigenous knowledges reinforce a culturally responsive P4wC that responds to the challenges arising in multicultural and ethnically diverse classrooms. There are two (2) possible intersections where such integration may take place, namely: a) Epistemology, where I claim that the integration of a “presentational epistemology” immanent in indigenous patterns of thinking provides a counterweight to Lipman’s strong adherence to analytic-representational epistemology, and b) Pedagogy, which takes shape in an “indigenized” Community of Inquiry that highlights the values of interconnectedness, situatedness and relationality. (shrink)

Reasoning can promote psychological development, so even if the role of philosophical counselor is defined strictly in terms of assisting the reasoning of the client, we can expect client-centered philosophical inquiry to yield psychological benefits. The practices of philosophical counseling and psychotherapy permeate one another to some degree while also diverging in characteristic focus. Philosophical counselors are particularly well suited to helping clients think through their situation in the world.

The central question of this paper is if philosophical inquiry is possible on the Internet. I will therefore investigate both subjects, try to come to a conclusion and to some recommendations. To get a better idea of the relevance of this question, I will:• elaborate briefly on the history of the Internet, discuss its possibilities and technical aspects,• elaborate briefly on philosophical inquiry and its main characteristics,• try to find some common aspects in both,• discuss the (...) history and the evolution of the existing electronic discussion list (the [email protected]) and expand on the results of a questionnaire I sent to every member on the list.I will try to show that real philosophical inquiry is primarily a matter of communication, both verbal and non-verbal. Internet is obviously a matter of communication, hut the question remains if technology truly creates new possibilities of communication. (shrink)

The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming 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. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage (...) in the theories and practices of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. (shrink)

"While engaging with the current political-educational climate of England, this book offers a timely contribution to debates around questions of knowledge in relation to education and school-level English by drawing together theories of individual and disciplinary knowledge. The book provides a philosophical conception of knowledge - as fundamentally embodied at the level of the individual, and a matter of cultural form at the level of shared or "common" knowledge - and an analysis of the implications of this for schooled (...) English. The research draws from various related fields including literary criticism, philosophy, and phenomenology. The book rethinks general notions of knowledge and lays out the problems that exist within knowledge and language systems in education, especially secondary and university levels. This highly relevant and informative book offers an insightful resource for academics, researchers, and post-graduate students in the fields of education studies, educational policy and politics, philosophy of education, and literature studies"--. (shrink)

In _Philosophical Inquiries,_ Nicholas Rescher offers his perspectives on many of the foundational concerns of philosophy and reminds us that the purpose of philosophy is to “question the questions.” Rescher sees the need to inquire as an evolutionary tool for adapting to a hostile environment and shows how philosophy has thus developed in an evolutionary fashion, building upon acquired knowledge and upon itself. In a historical thread that informs and enriches his overview, Rescher recalls the contributions of Aristotle, Plato, Plotinus, (...) Kant, Hegel, Leibniz, Laplace, Bertrand Russell, and others. Among his many topics, Rescher discusses knowledge and the unattainablity of absolutes, skepticism and its self-defeating nature, the limits of science vs. the limits of cognition, refuting reality as mind-independent, and idealism and divining our role in nature. He considers the universe and intelligence as the product of intelligent design, science and religion as non-conflicting and purposeful pursuits, and determinism and other fallacies surrounding the concept of free will. Rescher views morality in its hierarchal structure, its applicability to human coexistence, and its ontological commitment to the enhancement of value for ourselves and our world. He examines questions of authority and the problem of judging past actions or knowledge by present standards. Overall, he argues for philosophy as an unavoidable tool for rational, cogent responses to large questions. (shrink)

Normal 0 false false false MicrosoftInternetExplorer4 /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} The constructionist approach of philosophy includes an epistemic dimension and a pragmatic emphasis on the interdependence between knowledge and action in the social areas. Appreciative approach to philosophy is based on the work of David Cooperrider on “Appreciative Inquiry”, which is a form of pragmatic discourse that substitutes the (...) focus on the problem with the focus on successful elements of previous experience of individuals, groups, organizations or communities. This experience can be integrated in the philosophical discourse starting from Plato's dialogues and maieutic method promoted by Socrates. Hermeneutic of the real seen as a philosophical reflection on the daily positive experiences falls into tradition of philosophical search of the ultimate meaning of reality. The appreciative speech starts from a postmodern view by a constructivist and constructionist approach, through which reality itself is a social construction generated by successive negotiations on accepted interpretations. Appreciative philosophy is centered on a semiotics grid that seeks positive qualities of existence and its strengths. Appreciative theology reveals a collaborative process between humanity and divine that catalyzes transformations in human being giving them life including eternal life. The communion human-Divinity is seen as a divine-human co-creation. (shrink)

What are the origins of human difference? The Hand, which is the first part of a bold philosophical inquiry into the nature of the difference between human beings and other animals, argues that it is the result of a complex sequence of events which began several million years ago with the evolution of the human hand.Possession of a fully developed hand profoundly transformed the relationship of the human being to its own body, thus altering the relationship between humans (...) and the natural world. The interaction of the hand with the rest of the body brought about self-consciousness and laid the foundations for the unique sense of agency that is experienced by humans. Crucially, the hand inspired the tool-use that has come to dominate human life and which has led to the emergence of the complex symbolic systems - most importantly language - that underpin civilisation.The book also celebrates the hand in human life: the almost miraculous complexity of its manipulative, exploratory and communicative functions. Raymond Tallis combines philosophical reflection with a light-hearted look at gestures, the role of each finger, the origins of numbers - and the case for and against what he names 'handkind'.The Hand is the first of three volumes. The other titles are I Am: A Philosophical Inquiry into First-Person Being and The Knowing Animal: A Philosophical Inquiry into Truth and Knowledge. (shrink)

Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The « (...) class='Hi'>inquiry» approach to values education recognizes the need and the capacity of young people to grapple with moral ambiguity and pluralism, to confront their own moral doubts, to criticize conventional norms and to engage in ethical inquiry. Values clarification, critical thinking and Philosophy for Children are inquiry approaches to values education, with important differences. Five wisdom practices common among early Greek and Roman philosophical schools should inform ethics education at all levels. First, philosophy was understood as the disciplined study and practice of living well. Second, knowledge and discursive thinking played a limited role in relation to the life worth living. Third, these schools taught certain contemplative or «spiritual» exercises, including meditation, examination of one’s conscience, fraternal correction, contemplation of the cosmos, practicing present-moment awareness and reflection on death. Fourth, many of these schools established philosophical communities that practiced collaborative research, dialogue, mutual correction, and the cultivation of philosophical friendship. Fifth, the primary aim of intellectual and contemplative practices in these schools was self-transformation, from states of confusion, restlessness, egotism, and craving, to states of temperance, compassion, and tranquility. (shrink)

This meticulously edited anthology provides a comprehensive, problems-oriented entree to philosophy. Substantial readings from major classical and contemporary thinkers--featuring many of Hackett's widely acclaimed translations--are supported by a general introduction, engaging introductions to each major topic, and a glossary of important philosophical terms.

What is photography? Is it primarily a source of knowledge about the world or an art? Many have said the former, because it records the world automatically, others the latter because it embodies human subjectivity. Can it photography be both or must we choose? In On Photography: A Philosophical Inquiry Diarmuid Costello examines these fascinating questions and more. In so doing he introduces some of the fundamental topics and debates about the nature of photography, with the help of (...) photographic images from Paul Strand, Lee Friedlander, James Welling, Jeff Wall, and Gerhard Richter, among others. Tracing the roots of thinking about photography from its discovery, through Nineteenth Century debates about its standing as art, to Twentieth Century Modernism and post-War cultural criticism, Costello identifies the emergence of a powerful "orthodox" view of photography. The features that make photographs compelling documents are precisely those that put pressure on its standing as art; though they provide a wealth of empirical information, they cannot have the unifying vision we look for in art. He draws on the reflections of photographers and theorists, including Paul Strand, Edward Weston, Laszlo Moholy-Nagy, Siegfried Kracauer, Andre Bazin and Stanley Cavell to illustrate this fundamental tension. The view comes to fruition in the work of Roger Scruton and Kendall Walton. Whether pure photography is capable of representing fictions, or always presents a transparent window onto the real world becomes the key question. Recently, the orthodox view has come under increasing pressure from a new generation of philosophers who reject the contrast between machine and hand made images that underwrites it. He concludes by examining photographic agency in a digital age. Written in a clear and engaging style, On Photography: A Philosophical Inquiry is essential reading for anyone interested in the philosophy of photography, aesthetics, art, and visual studies. (shrink)

What is photography? Is it primarily a source of knowledge about the world or an art? Many have said the former, because it records the world automatically, others the latter because it embodies human subjectivity. Can it photography be both or must we choose? In _On Photography: A Philosophical Inquiry_ Diarmuid Costello examines these fascinating questions and more. In so doing he introduces some of the fundamental topics and debates about the nature of photography, with the help of photographic (...) images from Paul Strand, Lee Friedlander, James Welling, Jeff Wall, and Gerhard Richter, among others. Tracing the roots of thinking about photography from its discovery, through nineteenth-century debates about its standing as art, to twentieth-century Modernism and post-War cultural criticism, Costello identifies the emergence of a powerful "orthodox" view of photography. The features that make photographs compelling documents are precisely those that put pressure on its standing as art; though they provide a wealth of empirical information, they cannot have the unifying vision we look for in art. He draws on the reflections of photographers and theorists, including Paul Strand, Edward Weston, Laszlo Moholy-Nagy, Siegfried Kracauer, Andre Bazin and Stanley Cavell to illustrate this fundamental tension. The view comes to fruition in the work of Roger Scruton and Kendall Walton. Whether pure photography is capable of representing fictions, or always presents a transparent window onto the real world becomes the key question. Recently, the orthodox view has come under increasing pressure from a new generation of philosophers who reject the contrast between machine and hand made images that underwrites it. He concludes by examining photographic agency in a digital age. Written in a clear and engaging style, _On Photography: A Philosophical Inquiry_ is essential reading for anyone interested in the philosophy of photography, aesthetics, art, and visual studies. (shrink)

Philosophical inquiry into pregnancy, childbirth, and mothering is a growing area of interest to academic philosophers. This volume brings together a diverse group of philosophers to speak about topics in this reemerging area of philosophical inquiry, taking up new themes, such as maternal aesthetics, and pursuing old ones in new ways, such as investigating stepmothering as it might inform and ground an ethics of care. The theoretical foci of the book include feminist, existential, ethical, aesthetic, phenomenological, (...) social and political theories. These perspectives are then employed to consider many dimensions of pregnancy, childbirth, and mothering, which are of central importance to human existence, but are only rarely discussed in philosophical cannons. Topics include pregnancy and embodiment, breast-feeding, representations – or the lack thereof – of pregnant and birthing women, adoption, and post-partum motherhood. (shrink)

Develops a "global theory" on the nature of philosophy.