Nature Of A Community Of Enquiry

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The Nature of a Community of Inquiry. The Nature of a Community of Enquiry Approach. The community of inquiry is widely known through Mathew Lipmans philosophy for children programme P4C. Lipman an American professor of Philosophy who developed his method in the 1960s in order to teach children to think critically, creatively, and democratically through philosophical dialogue asserts that: When children are encouraged to think philosophically the classroom is converted into a community of enquiry, such a community is committed to procedures of inquiry to responsible search techniques that presuppose an openness to evidence and to reason .It is assumed that these procedures of the community when internalised become the reflective habits of the individual (Lipman, M. et al.1980p.85) Lipmans statement is verified when we examine that the aim of a community of enquiry which is an approach to learning that develops children’s and adults ability to enhance:  Creative thinking  Listening skills.  Speaking skills.  Self confidence and self awareness.  Logical thinking skills.  Ability to justify opinions.  Respect for diversity.  Use of discussion to resolve conflicts.  Performance across the curriculum including language and maths skills. It is also used by educationalist as one method of improving children’s cognitive skills as identified in Bloom’s Taxonomy and built on earlier research by Piaget and Vygotsky that suggested that thinking skills and capacities are developed by cognitive challenge. Bloom’s taxonomy identified six levels of cognitive skills of which three are classed as the lower order and three are classed as higher order: 1. Knowledge. Say what you know. 2. Comprehension. Describe in your own words. 3.

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