The Parallels Between Philosophical Inquiry and Scientific Inquiry: Implications for science education

Abstract

The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline‐based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline‐based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self‐correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented.

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

“…Burgh and Nichols claimed that philosophical inquiry offers more than scientific inquiry, insofar as it is not limited only to concerns over empirical problems, but extends to the nature and scope of knowledge (including scientific knowledge), conceptual problems, esthetics, ethics, and social and political questions, all of which may or may not have a direct bearing on scientific matters. In accordance with Seixas (1993), Burgh and Nichols (2012) see the idea of communities of inquiry as central to inquiry-based learning pedagogy. Finally, Briggs et al (2006) suggest that ecologists and archeologists need to understand each other's research and even collaborate to address mutual scientific challenges.…”

“…In examining the place of "objectivity" in various school disciplines, Seixas (1993) used the teaching of history to show how teachers become mediators between the scientific communities and the learners' communities, assuming that the teachers have the capacity to understand both discourses and be able to bridge them. In the area of philosophy, Burgh and Nichols (2012) suggested that inquiry could be an important addition to science education, specifically, by transforming classrooms into communities of philosophical inquiry by bringing the method of science into philosophy, and by embedding philosophical inquiry into science education. Burgh and Nichols claimed that philosophical inquiry offers more than scientific inquiry, insofar as it is not limited only to concerns over empirical problems, but extends to the nature and scope of knowledge (including scientific knowledge), conceptual problems, esthetics, ethics, and social and political questions, all of which may or may not have a direct bearing on scientific matters.…”

Students’ Experiences of Philosophy Classes in Higher Education: A Case Study

“…Recent researches suggest that philosophy classes are important for moral development of students (Torabizadeh et al, 2018). Finally, researchers point to the importance of philosophy courses for science education (Burgh, Nichols, 2011;Archila, 2015).…”

Disruptive philosophies: Eco-rational education and the epistemology of place ​​​​​​​

“…Studies by Topping and Trickey concluded that the practice of philosophical inquiry in primary and secondary classrooms produces increases in measured IQ, sustained cognitive benefits, and clear performance gains in other school studies (Trickey & Topping 2004Topping & Trickey 2007a, 2007b, 2007c. Australian research has shown the potential for philosophical inquiry to foster pedagogical transformation (Scholl, Nichols & Burgh 2008, more effective learning in the science classroom (Burgh & Nichols 2012;Nichols, Burgh & Kennedy, 2017), and the reconstruction of thinking (Burgh, Thornton & Fynes-Clinton, 2018). Further research is also currently being conducted though the UNESCO Chair 'Practice of Philosophy with Children' project carried out by the University of Nantes, supported by the University of Angers' research program EnJeu[x]' (Chirouter & Vannier, 2017, p. 111).…”

“…Only after such a thorough investigation is the community of students ready to evaluate their thinking and to bring their deliberations to closure. (Burgh & Nichols, 2012, p. 1050 In the early 1970s, Lipman was invited to develop Philosophy for Children at Montclair State College (now Montclair State University) in New Jersey, USA, where he met Sharp, and soon thereafter, in 1974, founded the Institute for the Advancement of Philosophy for Children (IAPC). Sharp, who remained a lifelong collaborator with Lipman, was to have a great influence on the development of both the practical and theoretical aspects of the methodology.…”