In this article, we argue for a purposeful re-introduction of philosophical inquiry to the process and pedagogy of citizenship education. We suggest the development of philosophy and critical thinking skills may usefully improve social and political awareness in young people. Moving beyond the boundary of the formal curriculum, we encourage the development of synergy between the international movement of philosophy for children and the expanding tradition of community philosophy as a means to promote more open and democratic inquiry. We suggest this will produce important benefits for young people, helping to promote responsible judgments on social affairs, develop intergenerational relationships and enhance freedom for the young to think rationally and autonomously as critically informed citizens. However, this is likely to occur only if teachers and schools are more willing and prepared to challenge dominant, reductive notions of education in favor of more active and democratic conceptions of the secondary curriculum.
Research Professor. Director at Learning Change Project – Research on society, culture, art, neuroscience, cognition, critical thinking, intelligence, creativity, autopoiesis, self-organization, rhizomes, complexity, systems, networks, leadership, sustainability, thinkers, futures ++
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