philosophical inquiry as a practice for social development


  • maura striano Università Federico II di Napoli


social development, human experience, philosophical inquiry


This text focuses on the idea that philosophical inquiry can be understood as a practice for social development as far as a real social development requires a qualitative change in the way society carries out its activities, such as through more progressive and more reflective attitudes and behavior by the population, the adoption of more democratic and participative social forms of organization, the use of more advanced technology, and the dissemination and circulation of more advanced forms of knowledge. Philosophical inquiry is, indeed, a powerful means of spreading intelligence in all the contexts of associated life; since it enhances human intellectual potential through sound reflection both on human experiences as well as on the beliefs, understandings, values which frame and give meaning to these experiences. This practice requires and promotes contexts of shared meanings as well as contexts of social development, aiming at: clarification of ideas; construction of new meanings; and development of new interpretative perspectives of reality. In these terms it can be acknowledged as a social development device for the construction of new ideas and the transformation and emancipation of individuals and social groups as it introduces and enhances reflection in different fields of associated living. The outcomes of philosophical inquiry are, by consequence, new ideas, values, and actions (rationally oriented) that can make for a new sense of, and construct a new understanding of human experience, indicating new developmental directions to human societies. Key words: social development; human experience; philosophical inquiry

Author Biography

maura striano, Università Federico II di Napoli

Associate professor of general and social pedagogy Department of Relational Sciences




How to Cite

striano, maura. (2010). philosophical inquiry as a practice for social development. Childhood & Philosophy, 6(11), pp. 55–66. Retrieved from