Creating a Community of Inquiry Using Philosophical Discussion
Before you Begin: An Introduction: These strategies promote student voice. This, in turn, creates a culture of participation and attention and allows for an inclusive and collaborative space verses a more (typical) competitive learning atmosphere. Additionally, participants can find commonalities and differences among their shifts in thinking to promote understanding of alternate perspectives and ideas.
Communicate to participants the role of the facilitator as somewhat “disassociated” and only present to assist in guiding discussion. (This is often necessary; the goal is to break the hierarchy of the teacher-student dynamic) However, this may also mean that you can also become a member of the community of inquiry as a participant with equal weighting. (Note: This should only be applied when the group has attained adequate skills and mature understanding.) The community of inquiry works optimally when students are aware of their control over the discussion.
Icebreaker: Create post-it notes with icebreaker questions such as:
- If you could meet any historical figure, who would it be and why?
- What is your favorite material item and why?
- If you could choose to be an animal, which one would you select and why?
Stick post-it notes to the board. Select a participant to come up and address the question on the back of the post-it. When the student has answered the question, have that participant select another group member to answer the same question. Complete until all members have had a chance to participate. Explore Pinterest for a wide variety of icebreaker ideas.
Lesson #1-Thinking Aloud (Using: What Makes You Say That?)
Setup: Arrange participants in a seated circle. Provide a small table in the middle of the circle.
Stimulus: Place several common everyday items on the center table, for example, a shoebox, an empty can, Mason jar, or piece of construction paper.
Independent thought:Allow a brief moment for individual thought. Encourage participants to view and explore the items.
Communal Thought: Break participants into small groups (3-4) and allow the group to discuss everything that they could use this item for, other than its expected intention.
- Use “What makes you say that?” to capture initial responses about the item. Ask that the group record a description of the items and define what the items are, what they’re made of, and their intended use.
- Add a prompt: Encourage participants to think what they might use this item for, if they were in different settings. What could you use this item for if you were a fish? Or, what if you were on only two inches tall? Allow learners to come up with their own settings and ideas for creative ways in which the item could now be utilized.
- Open the discussion to the entire group and probe students to answer; what do you know? What do you see that makes you say that? How did the change in setting change the items use?
Purpose: This exercise allows participants to create explanations of both strongly held beliefs and those newly created. It encourages views of multiple perspectives and interpretations. These discussions are intended to promote individual thought and group conversations. Continued questions by group members will promote further thought and understanding.
Lesson #2-I, Pencil (Using: I Used to think…But now I think…)
Setup: Arrange participants in a seated circle. Provide a technical resource in order to view video.
Stimulus: Begin with a question for participants: Think of the term “self-made millionaire” or “Independently wealthy.” Can you think of anyone who you would describe in this manner? What makes you think this way about this individual?
Independent Thought: Allow a brief moment for individual thought. Encourage students to reflect in writing.
Stimulus: Present I, Pencil: The Movie
Additional Independent Thought:Ask that the group think and explain their movement in logic and understanding. Did your thinking shift after watching the video? Did this make you think of something that you wouldn’t otherwise?
Communal Thought: Discuss topics: allow personal stories, or suggest that they consider the number of people who have aided in their individual successes. Divergent topics could include privilege and socio-economic status, etc.
Purpose: These topics are intentionally subversive to allow participants build a comfort and familiarity around critical thinking. This lesson allows participants to work through the creation of new values and beliefs, as well as analyze and decipher former knowledge and opinions.
Additional Resources for Visible Thinking:
For more making thinking visible strategies check out the following links: