This chapter discusses the connection between self-determination and the community of philosophical inquiry as part of an educational programme known as Philosophy with Children. It explores the perception of meaning given by the community of philosophical inquiry. The chapter examines the perception of meaning as expressed widely in the writings of Matthew Lipman, the founding father of Philosophy for Children. It describes community of inquiry as a practical laboratory, social activism and self-determination. The chapter discusses the difference between a lesson providing knowledge and a community of philosophical inquiry in schools that encourages high-level thinking and claims that early educational exposure to what philosophy offers can cultivate a more self-actualising and caring individual. Philosophy for Children, and in particular its development across the globe as Philosophy with Children, is a platform that facilitates self-determined learning and thus also critical, caring and creative thinking combining philosophical with socio-economic sensitivity.
|Title of host publication||Philosophy and the Study of Education|
|Subtitle of host publication||New Perspectives on a Complex Relationship|
|Publisher||Taylor and Francis|
|Number of pages||13|
|State||Published - 1 Jan 2019|
Bibliographical notePublisher Copyright:
© 2019 selection and editorial matter, Tom Feldges.
ASJC Scopus subject areas
- Social Sciences (all)