ABSTRACT
This chapter focuses on the role of the teacher in a community of inquiry, in terms of what teachers should know: in relation to their subject or discipline (their substantive knowledge) and their pedagogic knowledge (how they teach). It will become apparent that different kinds of knowledge are involved. The chapter aims to articulate what these are. It also focuses on philosophy and the community of philosophical inquiry, and suggests some implications for teacher-training (professional development) in philosophy for children. As to giving examples of ‘knowledge by acquaintance’ in relation to the disciplines, the chapter returns to the issue after clarifying just what kind of knowledge is involved. It considers the following question: Is there a more acceptable sense of acquaintance than one based on Platonic recollection, which meshes with the Socratic model of teaching – i.e., the model which we have come to apply to the teacher in a community of inquiry?
