Opportunities and Challenges in Using the “Community of Inquiry” Model in Teaching Ethics

Abstract

Philosophy for children (P4C) is an area that has experienced impressive growth in recent decades, proving to be a highly valuable resource in children's development. Studies demonstrate its significant impact on the development of logical thinking, critical reasoning, imagination, and fostering openness to dialogue and collaboration. While there are various perspectives and methods in the field of philosophy for children, a common element among them all is the centrality of the concept of dialogue. P4C serves as a paradigmatic example of what dialogical education represents. The underlying assumption of this paper is that the specific practices of philosophy for children provide valuable methods and perspectives that can be useful in teaching ethics in communication and ethics in general, particularly for students without prior training in philosophy. Recognizing the potential challenges and the need for context-specific adaptation, this paper seeks to illustrate how the integration of the models used in P4C practices, such as the communities of inquiry, into communication ethics education, can provide a promising and innovative approach to fostering ethical and critical thinking in students.