The Community of Inquiry as a Social Reform: Challenging Standardization in Schools through a Juxtaposition of Aquinas' Notion of Connatural Learning, Dewey's Centrality of Experience and Buber's Concept of Dialogue
Year: 2014
Type: dissertation
Abstract: Education imbibes the processes of drawing from within and connecting with the world. Schools which practice standardization have not become a place where students are provided with connections and experiences that enable them to learn and link with the environment, impeding the cultivation of critical thinking and the students' abilities to exercise `knowing-how and knowing-why'. I strongly argue against standardization in schools. Education must be a critical field where learning comes from questioning, discovery and flourishing with the vast tapestry of life experiences that is imbibed through the community of inquiry - collaboration among the students and teachers. I aim to explore the possibility of resolving the problem of standardization in schools through the community of inquiry as a social reform. As a means of social reform, I characterize the community of inquiry through a juxtaposition of Aquinas' notion of connatural learning, Dewey's centrality of experience and Buber's concept of dialogue.
Source: TSpace (University of Toronto)
Author: Maria Angelica de Leon Relucio
Language: English
Subfield: Philosophy
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2954276980