1st Edition
The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education Global Perspectives on Talking Democracy into Action
Foreword by Magid Magid
Preface
Chapter 1: Introduction to The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education
Joshua Forstenzer, Fufy Demissie & Vachararutai Boontinand
Part I: CoPE and Citizenship Education in Primary and Secondary Educational Contexts
Chapter 2: Children imagining their agency: The Capabilities Approach and the Community of Philosophical Inquiry (CPI)
Natalie Fletcher
Chapter 3: Critical Thinking and Democratic Citizenship in a Diverse Islamic Education Context: The Relevance of the Community of Philosophical Inquiry.
Rosnani Hashim
Chapter 4: Community-of-Inquiry Pedagogy: Communities of Shared
Pain as Promoting Empathy for the Other in the Arab-Israel Conflict
Arie Kizel
Chapter 5: Consent as a Focus of Inquiry in Citizenship Education
Maria Kasmirli
Chapter 6: The Individual and the Community: the Role of Philosophical Enquiry in Citizenship Education
Emma Swinn & Steven Campbell-Harris
Part II: CoPE and Citizenship Education in Higher Education
Chapter 7: Democracy, Philosophical Enquiry and Citizenship Education in Thailand.
Vachararutai Boontinand
Chapter 8: Citizenship Education in Higher Education: the Potential of a Philosophical Approach to Fostering Citizenship.
Fufy Demissie
Chapter 9: The Community of Philosophical Enquiry (CoPE) as a Pedagogy to Support Thai Undergraduate Muslim Students’ Encounters with Islamophobia
Samsoo Sa-U
Chapter 10: Reflections on Dialogic Education, Civic Science, and Community Engagement: If You Can Do It In the Classroom, You Can Do It In The World
Jonathan Garlick & Joshua Forstenzer
Part III: Philosophical Perspectives on CoPE as Citizenship Education
Chapter 11: Learning from Suffering in the Community of Philosophical Inquiry: “Leaving our Grasping Egos Behind”
Luca Zanetti
Chapter 12: Guilt and moral education in Philosophy for Children (P4C)
Theptawee Chokvasin
Chapter 13: From Critical Thinking to Global Citizenship: Critical Beings
Ólafur Páll Jónsson
Afterword
Joshua Forstenzer, Fufy Demissie & Vachararutai Boontinand
Biography
Joshua Forstenzer is Senior Lecturer in Philosophy and Co-Director of the Centre for Engaged Philosophy, University of Sheffield, UK.
Fufy Demissie is Senior Lecturer in Education, Sheffield Hallam University, UK.
Vachararutai Boontinand is Lecturer in Human Rights and Peace Studies and Director of the Institute of Human Rights and Peace Studies, Mahidol University, Thailand.
“In the spirit of the Community of Philosophical Enquiry, this timely edited volume draws together wisdom from a diverse community of practice, offering ways to better, understand, implement, and advocate for the transformative pedagogy of CoPE in citizenship education and in education more broadly.
Dialogue about democracy and other complex moral and political issues is risky, but between them, the authors show their enormous experience and sensitivity when it comes to addressing the contested concepts and urgent challenges of our times. Alongside the risks, CoPE offers significant rewards, especially for those who accept the relationship between thinking well together and living well together. These rewards are explored in this volume too. The result is a chorus of distinct voices, each crying out for a better world.”
- Grace Lockrobin MA, FHEA, FRSA, Director of Philosophy and Education at SAPERE: Society for the Advancement of Philosophical Enquiry and Reflection in Education, UK.
“The Community of Philosophical Enquiry invites young people into philosophical dialogues that create democratic communities. It has great promise to address the crises of democracy, expand the role of the humanities, and shift conventional civic education to be more dialogic and philosophical. This book offers examples and perspectives from many parts of the world and attests to a vital new international movement.”
- Peter Levine, Lincoln Filene Professor, Tufts University, USA.
"This is a book broader and deeper than it appears. On the surface, it is about an important family of civic pedagogies. But the authors, diverse in their disciplines and national settings, dig deeper in multiple directions. So the reader is invited to participate in, and learn from, a broad ranging conversation on the civic perspective.
It is a delight to see the intellectual community of civic studies to be progressing in ways exemplified by this book. I recommend it especially to those who think they are not interested in pedagogy. They have the most to learn from this book."
- Karol Edward Soltan, Associate Professor of Government and Politics at the University of Maryland at College Park, USA.
