Lucid education: resisting resistance to inquiry

Burgh, Gilbert and Thornton, Simone (2016) Lucid education: resisting resistance to inquiry. Oxford Review of Education, 42 2: 165-177. doi:10.1080/03054985.2016.1151410

Author Burgh, Gilbert
Thornton, Simone
Title Lucid education: resisting resistance to inquiry
Journal name Oxford Review of Education   Check publisher's open access policy
ISSN 0305-4985
Publication date 2016-02-18
Year available 2016
Sub-type Article (original research)
DOI 10.1080/03054985.2016.1151410
Volume 42
Issue 2
Start page 165
End page 177
Total pages 13
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2017
Language eng
Subject 2203 Philosophy
220319 Social Philosophy
Abstract Within the community of inquiry literature, the absence of the notion of genuine doubt is notable in spite of its pragmatic roots in the philosophy of Charles Saunders Peirce, for whom the notion was pivotal. We argue for the need to correct this oversight due to the educational significance of genuine doubt—a theoretical and experiential understanding of which can offer insight into the interrelated concepts of wonder, fallibilism, inquiry and prejudice. In order to detail these connections, we reinvigorate the ideas of Peirce by borrowing the language and concepts of Albert Camus, at the same time demonstrating their unlikely congruence. In particular, we argue for the necessity of genuine doubt along with the need for the presence of a diversity of prejudices as a starting point for genuine inquiry.
Keyword Lucid education
Camus, Albert, 1913-1960 -- Criticism and interpretation
Community of inquiry
Genuine doubt
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Historical and Philosophical Inquiry
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Created: Fri, 19 Feb 2016, 00:18:54 EST by Dr Gilbert Burgh on behalf of School of Historical and Philosophical Inquiry