Trust and the community of inquiry

Shaking up story time

“…Participants are thus able to develop their own worldviews and accept what values are authentic to them, not having to adhere to the truths or beliefs adults encourage them to accept (Aslanimehr, 2015, p.341;Daniel & Auriac, 2011;Topping & Trickey, 2014;Cassidy & Christie, 2013;Barrow, 2015). Participants in philosophical discussions learn most when they realise they have been mistaken or when they encounter a failed argument, and children engaged in philosophy, within the trusted company of the community of inquirers, also learn that it is perfectly acceptable to make mistakes (Millett & Tapper, 2012;Wartenberg, 2009;Haynes, 2017;Daniel et al, 2012;Cassidy & Christie, 2013). The environment generated by the community of inquiry provides the opportunity to understand the existence of varying perspectives, to realise that it is acceptable to challenge social norms, and to incorporate the knowledge of other individuals into their own worldviews; all this promotes the development of critical thinking skills in children (Millett & Tapper, 2012;Daniel & Auriac, 2011;Daniel, 2007).…”

“…The environment generated by the community of inquiry provides the opportunity to understand the existence of varying perspectives, to realise that it is acceptable to challenge social norms, and to incorporate the knowledge of other individuals into their own worldviews; all this promotes the development of critical thinking skills in children (Millett & Tapper, 2012;Daniel & Auriac, 2011;Daniel, 2007). Independent, creative, and collaborative thinking occurs throughout the conversational segment of the P4C method (Daniel, 2007;Daniel & Auriac, 2011;Haynes, 2017;Lam, 2012;Millett & Tapper, 2012). This is because participants have numerous opportunities to practise independent thinking as they engage in the creation and selection of a central discussion topic, and throughout the philosophical conversation where they are allowed freedom to determine their stances and defend their positions.…”

The Community of Inquiry as a Framework in Student Teachers’ Music Education

“…It has been mentioned earlier that at the core of people's interaction is mutual trust. Haynes (2018) stresses that 'teacher' has a different nuance from 'instructor' or 'guide' in the CoI. The teacher has to know how and when to pass the reins and this requires trust in the students' competence and (Haynes, 2018).…”

“…order to achieve the goals of education" (p.152). Haynes (2018) stresses that knowing how and when to pass the reins requires trust in the students' competence and cooperation within the CoI. Uslaner (2002) distinguishes between strategic trust in which you have to know those in whom you place trust, as subjects, and moral trust in which you can trust a complete stranger.…”

“…Uslaner (2002) distinguishes between strategic trust in which you have to know those in whom you place trust, as subjects, and moral trust in which you can trust a complete stranger. Above all, in the CoI, it is question of moral trust (Haynes, 2018).…”