Pedagogy of the Community of Philosophical Enquiry as Citizenship Education

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.

• ForewordPrefaceChapter 1: Introduction to The Pedagogy of the Community of Philosophical Enquiry as Citizenship EducationPart I: CoPE and Citizenship Education in Primary and Secondary Educational ContextsChapter 2: Children imagining their agency: The Capabilities Approach and the Community of Philosophical Inquiry (CPI) Chapter 3: Critical Thinking and Democratic Citizenship in a Diverse Islamic Education Context: The Relevance of the Community of Philosophical Inquiry. Chapter 4: Community-of-Inquiry Pedagogy: Communities of Shared Pain as Promoting Empathy for the Other in the Arab-Israel Conflict Chapter 5: Consent as a Focus of Inquiry in Citizenship Education Chapter 6: The Individual and the Community: the Role of Philosophical Enquiry in Citizenship EducationPart II: CoPE and Citizenship Education in Higher Education Chapter 7: Democracy, Philosophical Enquiry and Citizenship Education in Thailand.Chapter 8: Citizenship Education in Higher Education: the Potential of a Philosophical Approach to Fostering Citizenship. Chapter 9: The Community of Philosophical Enquiry (CoPE) as a Pedagogy to Support Thai Undergraduate Muslim Students’ Encounters with Islamophobia 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 WorldPart III: Philosophical Perspectives on CoPE as Citizenship EducationChapter 11: Learning from Suffering in the Community of Philosophical Inquiry: “Leaving our Grasping Egos Behind” Chapter 12: Guilt and moral education in Philosophy for Children (P4C) Chapter 13: From Critical Thinking to Global Citizenship: Critical BeingsAfterword

“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.