Contextualizing Community of Inquiry as a Democratic Educational Environment within a Wider View of Other Progressive Educational Approaches

  • Richard Morehouse

Abstract

This paper takes a three-pronged approach to answering the question regarding the relationship between democracy and community of inquiry and other progressive pedagogies. First, a definition of a democratic educational environment will be provided within the larger context of democracy in general. Next, I will explore a number of democratic educational environments within a community of inquiry framework. Then, community of inquiry and Dewey’s theory of democracy are examined together. This background leads to an overview of what a democratic community of inquiry looks like. I end by replaying the major themes of this paper.


"In its perfect sense, democracy “is not a fact and never will be.” Nonetheless, without a guiding idea we would never engage in the work to eliminate the “restrictive and disturbing elements” which prevent a fuller flowering of democratic life."
[Citing John Dewey in The Public and Its Problems, 1927 (Boisvert, 1998, p. 57)].

Published
Dec 9, 2016
How to Cite
MOREHOUSE, Richard. Contextualizing Community of Inquiry as a Democratic Educational Environment within a Wider View of Other Progressive Educational Approaches. Analytic Teaching and Philosophical Praxis, [S.l.], v. 37, n. 1, p. 63-76, dec. 2016. ISSN 2374-8257. Available at: <http://journal.viterbo.edu/index.php/atpp/article/view/986>. Date accessed: 22 aug. 2017.
Section
Articles