This idea can be traced back to Charles Sanders Peirce's theory of the 'Community of Inquiry'. According to Peirce, . Dewey, The Quest for Certainty: A Study of the Relation of Knowledge and Action (London: George Allen & Unwin, 1930), 7. Part of the process of making a reflective judgment involves identifying which facts, formulas, and theories relevant to the problem and then generate possible solutions.
These include the coherence of the argument, better coherence with other data and arguments, more intense explanatory power, credibility, etc. 9. As Dewey says: “The essence of critical thinking13 is reserved judgment; and the essence of this suspension is 'inquiry' to determine the nature of the problem before proceeding to attempt its solution. The process is driven by the need to solve the problem, and it is characterized by the interaction between the basis of the proposed solution and the thinking of the thinker.
The process is imperfect not only because of the limitations of the information available, but also because of the limitations of the thinker. Reflective thinking requires the continuous evaluation of beliefs, assumptions, and hypotheses against existing data and against other plausible interpretations of the data. A person educated in science must know what kind of knowledge is relevant to personal decision-making, as well as the nature of reasoning required to solve dilemmas.
What educators call CT is known in professional fields as "expert judgment." This is one of the connections between liberal and professional education. 35.
Community of Inquiry (COI)
In this dialogic community of inquiry, philosophy is redesigned and reconstructed to make it available, acceptable, and attractive to children to help them practice philosophy rather than learning about philosophy.52. The purpose of reflecting on and expressing one's opinion in the COI is to critically evaluate how such opinions can be developed into possible tools for reconstructing a problem common to all members of the community. Children's initial opinions have been called the "raw ingredients" of research because "the purpose of research is to help children transform these ingredients into a more comprehensive worldview, through reflective and self-correcting dialogue—that is, through community activity. of research.”53.
This kind of integration of critical and dialogical elements could be imitated with significant variations within all school subjects, if we were inspired by the ongoing work of the disciplines from which these subjects originate. Sharp, Teaching for Better Thinking: The Classroom Community of Inquiry (Melbourne: Australian Council for Educational Research. Deweyan stages of inquiry are fundamental to understanding Lipman's COI process (compare Table 1).
It can also be "applied to anything and not just thinking."58 According to Lipman, thinking does not qualify as 'higher order' unless it meets three specifications (critical, creative and caring). He believes that the third leg of the HOT tripod should be a name that suggests a responsiveness to values, a sense of what is involved in an appropriate application of theory to a practical situation, an understanding of the cognitive role of emotions— especially those of a social nature, such as trust, consideration and compassion – and an acknowledgment of the thinking that actually takes place when we value a work of. He suggests 'caring thinking' for the third leg of the tripod, with the understanding that caring thinking here includes thinking that is concerned (with the difficulties others are in), appreciative (of any arrangement of parts and wholes), normative (implies what should be done in moral situations) and deliberative (in that it seeks to weigh all factors and take the context into account before passing judgement).60.
Although the emergence of Philosophy for Children coincided with the CT movement in education,62 Lipman uses the term. multidimensional thinking" to refer to his famous tripartite of critical, creative and caring thinking, all of which children practice extensively in P4C. P4C integrates multidimensional thinking into a broader method of dialogical enquiry, based on the pragmatic notion of the COI.63 Lipman focuses on HOT as equivalent to the phrase 'multidimensional thinking' consisting of critical, creative and caring forms of thinking. 65 A COI thus involves children of the community in the art of asking questions, which requires the use of multidimensional thinking and cognitive skills. A prototype of the critical thinker is the professional, the expert, the model of common sense.).
Here we are in the area of possibility, not necessity."66 Not all good judgments are the product of good thinking, sometimes the person has the necessary cognitive skills, but is still weak and needs to be improved. Gregory agrees with Willingham that good thinking, beyond an elementary level, is context-specific and also believes, paradoxically, that drawing on the tropes of critical thinking and inquiry that have evolved within a given discipline prepares students to find ways to transfer those tropes to other contexts.67. Willingham recommends that teaching critical thinking "must be taught in the context of the subject" (in this case,
He observes two features of "community of inquiry" practice in P4C in the scientific community that do not apply to teaching domain-based critical thinking: (1) making one's thinking accountable to one's peers and (2) participating in a collaboration. Community. In short, students in P4C learn basic logic and argumentation skills, competence in dialogue, and what Harvey Siegel rightly calls concern disposition by working in the domain of philosophy.
Conclusion
P4C once claimed to be a program designed to teach children to think as a separate subject in primary schools, but not anymore. Since collaborative learning has become the main mode of learning in almost all aspects of education, the P4C methodology known as community of inquiry (COI) has become more popular as a method that reflects the dialogic character of philosophical thinking. The development process of dialogical critical thinking in groups of students aged 4 to 12 years. Creative education, 2, no.
The research community: a combination of philosophical and empirical research.” Studies in Philosophy and Education 34, no. Philosophy for Children as a Process and a Substantive Approach to Philosophy Teaching: A Response to Judith Suissa." Moral Explanations of Natural Facts: Can Moral Claims Be Tested Against Moral Reality?" Southern Philosophy Magazine.
The Philosopher as Teacher: The Role of a Facilitator in a Community of Philosophical Inquiry.” Metaphilosophy 35, no. Preface: In Search of the Third Space.” In Inclusion, Diversity, and Cross-Cultural Dialogue in Youth Philosophical Inquiry Reconstructing Thought Across Curriculum Through the Research Community.” In The Routledge International Handbook of Philosophy for Children, by Maughn Rollins Gregory, Joanna Haynes, and Karin Murris, edited by Maughn Rollins, et al.
