ABSTRACT
Educational and philosophical practices are both rooted in the common form of dialogue and inquiry. This claim, widely discussed in pedagogical literature, is a core assumption in the Philosophy for/with Children community (cf. Kennedy 1991; Kohan 2014; Lipman 1988, 2003; Santi & Oliverio 2012) and acts as the starting point for the analysis to follow, which tries to re-think teaching by situating dialogue and inquiry as its core. The main purpose of this chapter is to problematize the role of the teacher in a dialogical and philosophical inquiry through a philosophical and educational approach to the concepts of ignorance, invention and improvisation.
