Communities of Inquiry: Politics, power and group dynamics

Burgh, Gilbert; Yorshansky, Mor

doi:10.1111/j.1469-5812.2007.00389.x

Cited by 35 publications

(46 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The generally optimistic tenor of COPE proponents (e.g. Splitter & Sharp, 1995;Cleghorn, 2002;Fisher, 2003;Cassidy, 2007;Hand & Winstanley, 2008b;Murris, 2008;McCall, 2009;Winstanley, 2008) does not readily admit the power exercised by students who display oppositional behaviour patterns (Burgh & Yorshansky, 2011). Such students may effectively derail the COPE by defiance, rule breaking or sullenness.…”

Section: Is the Community Of Philosophic Enquiry Democratic And Egalimentioning

confidence: 97%

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Benadé

2013

Educational Philosophy and Theory

View full text Add to dashboard Cite

The prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the 'good life', usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests claims that philosophy can aid in the acquisition of democratic dispositions and develop critical thinking and considers to the extent to which these aims are compatible with each other. These considerations are located in the context of certain policy statements relating to the curricula of Western Australia and New Zealand.

show abstract

Section: Is the Community Of Philosophic Enquiry Democratic And Egalimentioning

confidence: 97%

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Benadé

2013

Educational Philosophy and Theory

View full text Add to dashboard Cite

show abstract

“…Other research on the impact of public deliberation in the classroom has shown that public deliberation led to gains in students' interpersonal awareness and connections with others (Diaz & Gilchrist, 2010), content knowledge of issues (Daniels & Walker, 1996), ability to make informed decisions (Blomquist & Ostrom, 2008;Burgh and Yorshansky, 2008), connections to public issues (Diaz & Gilchrist, 2010), and group collaboration (Dedrick et al, 2008). An important limitation of these studies is that traditional-aged college students were the primary sample, thus limiting its applicability to non-traditionally-aged populations.…”

Section: Deliberation On College Campusesmentioning

confidence: 99%

Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

Johnson

Partlo

Hullender

et al. 2013

JoSoTL

View full text Add to dashboard Cite

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a doctoral-level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action. 96 clear answers or technical solutions; rather, they require thinking about issues in complex ways and broad-based action.Once an issue is named, three or four options to address the problem are created, in the framing section. Each option is distinct from the others and represents a set of related possible actions to address the issue. Additionally, each approach contains a set of related tradeoffs that might accompany action items. During the subsequent issue forum to deliberate the topic using the issue book, trained moderators, who act as neutral parties, guide participants through the issue guide by asking questions and encouraging participants to think critically about the issue and possible approaches suggested. Moderators help pace the deliberations so that each approach receives equal consideration. Moderators also facilitate group follow-up and potential future meetings.The lead author of this paper, a higher education instructor in a graduate program, was familiar with public deliberation in community settings, but less familiar with its applications to the classroom. In preparing to teach a doctoral-level higher education policy course, two dynamics were important in considering the course's design. First, he wanted students to have a sense of ownership and responsibility over the myriad, complex issues inherent to higher education policy. He sought to avoid focusing only on the role of state and federal policymakers and intellectualized learning about higher education policy. Second, he wanted to engage the affective domains embedded in higher education policy alongside the cognitive domains that tend to dominate policy discourse. Higher education is a deeply held value in American society, and people often have strong emotions toward issues of access, cost, choice, aid, and accountability. For these reasons, he decided to use public deliberation as an andragogy (i.e., teaching strategies for adult learners) in the course. A more thorough description of the course and study are presented in the methods section.

show abstract

“…With such a model of democracy, it would not be a mistake to consider the two characteristics of democracy. These are; the control of citizen over public decisions and equality among citizens in practicing decisions (Burgh & Yorshansky, 2011). CoI is the prototype of these two characteristics in education.…”

Section: Conceptual Dimension Of Education For Democratic Citizenshipmentioning

confidence: 99%

Philosophy for Children and Social Inquiry: An Example of Education for Democratic Citizenship through Political Philosophy

Dombaycı¹

2014

Cumhuriyet International Journal of Education

View full text Add to dashboard Cite

This study aims to present content and methodology on how to teach citizenship skills by means of philosophical inquiry. In education for democratic citizenship, there are two perspectives. One is rights-based citizenship education and the other is responsibility-based citizenship education. Along with a number of changes, communitariansim, which puts an emphasis on the importance of rights and responsibilities in a community, came to the front as an alternative to the other two. Active citizenship and political participation, concepts that are also important to thinkers like Dewey, Freire, and Crick, aim to develop the autonomous side of the individual which is usually overlooked by education systems and it is in line with this new point of view. However, there is a lack of approach which can reflect this new perspective on education. This study discusses the combination of education for democratic citizenship and philosophy education in terms of providing a solution to this problem. In this scope, the new vision of citizenship is dealt with and ideas on education for citizenship are presented in a comparative manner. Content of political philosophy and education for democratic citizenship are linked in the context of active citizenship and political participation. In the study, it is argued that P4C Programme, developed by Lipman, would be appropriate for education for citizenship as it transforms philosophy, which is usually heavily burdened with academic terminology, into philosophical inquiry. The nature of social inquiry and P4C will serve as a catalyser in establishing the relationship between political philosophy and education for democratic citizenship. In the conclusion part, a perspective is presented on how some relevant terms should be handled in the context of P4C.

show abstract

Communities of Inquiry: Politics, power and group dynamics

Cited by 35 publications

References 17 publications

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Developing Democratic Dispositions and Enabling Crap Detection: Claims for classroom philosophy with special reference to Western Australia and New Zealand

Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

Philosophy for Children and Social Inquiry: An Example of Education for Democratic Citizenship through Political Philosophy

Contact Info

Product

Resources

About