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Reading: Inquiry and growth: The dance of teaching and learning


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Inquiry and growth: The dance of teaching and learning


Winifred Wing Han Lamb

Narrabundah College, ACT/School of Philosophy; Australian National University, AU
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The notions of ‘growth’ and ‘inquiry’ are central in the Philosophy for Children movement. Phil Cam’s writings on these concepts clearly map their close connection and, in the process, raise further questions for teachers of philosophy on curriculum content and the management of inquiry itself. With reference to the senior secondary context, I show how Cam’s exposition points to the teacher’s significant role, not only in the management of inquiry, but also in his or her participation as a learner in the process. Furthermore, this learning goes beyond academic and pedagogical dimensions to ones involving personal development and character. In conclusion, I suggest that recognition of this deeper dimension of teacher quality is particularly needful today.

How to Cite: Lamb, W.W.H., 2018. Inquiry and growth: The dance of teaching and learning. Journal of Philosophy in Schools, 5(2), pp.35–52. DOI:
Published on 02 Oct 2018.
Peer Reviewed


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