Communities of conversation

Abstract

This chapter examines the concept of the "community of inquiry" within the Philosophy for Children (P4C) methodology and proposes a shift toward "communities of conversation". Drawing on the philosophical perspectives of Richard Rorty, Nicholas Burbules, Michael Walzer, John Rawls, and Jürgen Habermas, the author critically addresses the traditional focus on convergent, goal-directed inquiry that seeks closure or consensus. Instead, the chapter argues that classroom dialogues should be open-ended, hermeneutical, and non-teleological, celebrating historical and social differences among children rather than striving to eradicate them. By fostering confrontational discourse and real conversation, education can facilitate both socialization and self-creation, helping students interpret and re-interpret their identities and cultures.