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.
Curriculum and Instruction | Curriculum and Social Inquiry | Educational Assessment, Evaluation, and Research | Social and Philosophical Foundations of Education | Teacher Education and Professional Development
Costello, P.J.M. (2010) ‘Developing Communities of Inquiry in the UK: Retrospect and Prospect’, Analytic Teaching and Philosophical Praxis, 30,(2), 1-20
Digital Commons Citation
Costello, Patrick J., "Developing Communities of Inquiry in the UK: Retrospect and Prospect" (2010). Professional and Vocational Education Research Unit. Paper 4.
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons