Comments

This is an electronic version of the published article that was originally published in the Journal of Analytic Teaching and Philosophical Praxis, 30,(2) in 2010 by Viterbo University, the journal website is available at http://www.viterbo.edu/ analyticteaching . Copyright © 2010 Viterbo University and author. Reproduced here by kind permission of the publisher, the published article is also available at http://www.viterbo.edu

Abstract

My aim in this article is to offer a critical evaluation of the development of communities of inquiry in the UK, with particular reference to the teaching of philosophy in schools. The paper is divided into four sections. In the first, I examine some key aspects from an historical perspective. The second section focuses on the question: ‘should children be taught to think philosophically?’ Having discussed the teaching of philosophical thinking in the UK, I outline a typical example of a dialogue undertaken with primary school pupils. Finally, I consider future prospects for developing communities of inquiry.

Disciplines

Curriculum and Instruction | Curriculum and Social Inquiry | Educational Assessment, Evaluation, and Research | Social and Philosophical Foundations of Education | Teacher Education and Professional Development

Recommended Citation

Costello, P.J.M. (2010) ‘Developing Communities of Inquiry in the UK: Retrospect and Prospect’, Analytic Teaching and Philosophical Praxis, 30,(2), 1-20