kant’s common human understanding in the community of philosophical inquiry

Abstract

This article explores the intersection of Immanuel Kant’s maxims of common human understanding and the Community of Philosophical Inquiry (CPI). Kant’s three maxims—thinking for oneself, considering others' perspectives, and maintaining logical consistency—are foundational to philosophical reasoning and education. The CPI framework, originally developed by Matthew Lipman and Ann Margaret Sharp, encourages critical, creative, and collaborative thinking among children. The study examines how CPI aligns with Kant’s ideals, fostering intellectual autonomy, perspective-taking, and systematic reasoning in education. Drawing from John Dewey’s pragmatism and Walter Benjamin’s insights on childhood imagination, the article highlights how CPI integrates independent thinking and collective dialogue to cultivate critical reflection and ethical awareness. Moreover, the paper argues that CPI can be an effective pedagogical model for addressing contemporary challenges such as misinformation, political polarization, and civic disengagement. Through open-ended discussions, students learn to critically evaluate information, challenge assumptions, and develop social responsibility. By implementing CPI methodologies, educators can create inclusive learning environments that promote inquiry, intellectual integrity, and democratic engagement. This synthesis suggests that Kant’s philosophical principles, when applied through CPI, can enhance modern education by fostering individuals who are not only rational thinkers but also socially responsible citizens capable of constructive dialogue and ethical decision-making.