Abstract

MIZELL, Karen. Philosophy for children, community of inquiry, and human rights education. child.philo [online]. 2015, vol.11, n.22, pp.319-328. ISSN 1984-5987.  https://doi.org/10.12957/childphilo.2015.22118.

The Community of Inquiry (COI) is a unique discourse model that brings adults and children together in collaborative discussions of philosophical and ethical topics. The model deepens children’s higher order cognitive skills as they address complex dilemmas. This paper examines the potential for COI to deepen children’s moral and intellectual understanding through recursive discourse that encourages them to transcend traditional and cultural limitations, confront their own moral predispositions, and increase inter-cultural understanding. As children become familiar with normative values couched in ethical dialogue, they are immersed in ideals of reciprocity and empathy in ways that transcend narrow self-interest. The technique plays upon children’s freedom of thought and freedom of conscience as they learn to express their views and to listen to the perspectives of others. COI is a functional practice enhancing a deep and practical education of character. Such dialogues can become effective vehicles for introducing children to discussions of human dignity and rights that also challenge traditional power relationships between adults and children. The uncritical assumption underlying such power differentials often contests the de facto rights and dignity of children. COI is a valuable tool for human rights education as it encourages children’s sensitivity to the rights and dignities of others and, simultaneously, honors children’s own rights and dignities as participating citizens in the global community.

Keywords : Human Rights Education; Community of Inquiry; Inter-cultural Education; Philosophy for Children; Ethnocentrism.

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