Inoculation against wonder: finding an antidote in Camus, pragmatism and the community of inquiry

Burgh, Gilbert and Thornton, Simone (2016) Inoculation against wonder: finding an antidote in Camus, pragmatism and the community of inquiry. Educational Philosophy and Theory, 48 9: 884-898. doi:10.1080/00131857.2015.1079516

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Author Burgh, Gilbert
Thornton, Simone
Title Inoculation against wonder: finding an antidote in Camus, pragmatism and the community of inquiry
Journal name Educational Philosophy and Theory   Check publisher's open access policy
ISSN 0013-1857
Publication date 2016-01-01
Year available 2015
Sub-type Article (original research)
DOI 10.1080/00131857.2015.1079516
Open Access Status Not Open Access
Volume 48
Issue 9
Start page 884
End page 898
Total pages 15
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Subject 2203 Philosophy
220319 Social Philosophy
Abstract In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.
Keyword Albert Camus
Community of inquiry
John Dewey
Matthew Lipman
Charles S. Peirce
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Historical and Philosophical Inquiry
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Created: Wed, 02 Dec 2015, 09:05:39 EST by Dr Gilbert Burgh on behalf of School of Historical and Philosophical Inquiry