nomen omen. a pedagogic narrative about a community of inquiry in teacher´s training context

gonzalo santiago rodriguez

Abstract


This paper recounts the experience of a community of inquiry in a Philosophy with Children´s workshop directed at teacher training students. The workshop experience is documented in the form of pedagogical narrative, a practice-training-research strategy that seeks to make school practice visible from the teacher´s point of view. Our narrative documents the experience of the workshop in the students’ voices. Between August and October 2018, each session was audio-recorded and transcribed. The critical issue of the narrative analyzed here is the question of names; the discussion shows how the name not only constitutes a fundamental issue for identity definition, but also problematizes identity. The students’ experience of naming and being named opens questions about the teacher’s role in the classroom context, and problematizes the concept of the human subject in current pedagogical discourse, particularly in its opposition to the concept of community of inquiry in current philosophy of education  discourse.


Keywords


philosophy; community of inquiry; teacher´s training

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DOI: https://doi.org/10.12957/childphilo.2021.52905

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