Consensus, Caring and Community: An Inquiry into Dialogue

Abstract

Introduction:  In a world of increasing change and instability, more responsibility is being placed on teachers to develop innovative practices, and on teacher educators and policy makers to develop innovative approaches to curriculum, pedagogy, and assessment. A growing number of theorists and practitioners are turning to inquiry-based learning, and in particular to philosophical inquiry, as a way to facilitate student-learning in preparation for the challenges that students will encounter in the future.