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ERIC Number: EJ1218267
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1814-6627
EISSN: N/A
Community of Inquiry as Pedagogy of Doing Philosophy for Children: Adding the African Dimension
Ndofirepi, Amasa P.; Musengi, Martin
Africa Education Review, v16 n1 p125-141 2019
To what extent are contemporary classrooms communities and what is the place of the learner and the teacher in this set-up? This article offers a critical exploration of the notion of a community of inquiry in the context of Lipman's Philosophy for Children (P4C). We debate the place of the community of inquiry characterised by a lack of indoctrination, reciprocity of respect and a willingness to reason as pedagogy and an essential ingredient of doing P4C in contemporary classroom practices by using the conception of community from an African perspective. We argue that the ukama (relationality) ethic can add a new dimension to a novel understanding of the community of inquiry as a pedagogical framework for doing P4C in the 21st century.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Africa
Grant or Contract Numbers: N/A