ABSTRACT
The Community of Philosophical Inquiry (CoPI) is a key pedagogy in Philosophy with Children practice. From pragmatist origins, the CoPI is also considered an important pedagogy in posthuman conceptions of education. The CoPI is widely praised for its focus on children’s, rather than teacher, talk, thereby disrupting transmission models of education. This chapter explores the community, philosophy and inquiry dimensions of CoPI practice and considers the epistemology and ontology of pragmatism and posthumanism in relation to the CoPI. This exploration includes conceptualisations of childhood, the aims and outcomes of Philosophy with Children and its place in the Western education system, and the skills which are promoted within inquiry pedagogy.
