Communities of inquiry, competitions and capabilities: A cautionary response

Abstract

Victoria has seen an increase in Community of Inquiry-styled competitions, where students and participant schools are pitted against one another, assessed and ranked according to professed philosophical Communities of Inquiry (CoI) criteria. This has occurred in the context of the introduction of the ‘Capability’ Curriculum in Victorian schools by State and Federal Education Departments. Assessment indicators common to both performance in CoIs and Capabilities have led many to consider CoI as one of the more promising pedagogies of choice. Various competitions model their events on the CoI format, but can they accord with the key characteristics that have historically defined this pedagogical practice? This paper seeks to examine the incompatibility between competitions that encourage contestants to gain superiority over others and the spirit of philosophical inquiry as conceived by the originators of CoI. Ultimately, we argue that competitions are largely incommensurate with philosophical CoI and suggest an admonitory approach if philosophy is to be associated with such competitions.

Keywords

• capabilities, communities of inquiry, competition, philosophy