It would be pleasing to believe that education worldwide could be transformed if philosophical inquiry were inserted into every school curriculum and all teachers were trained to facilitate collaborative philosophical inquiry. It would also be naïve. Facilitation of a philosophical inquiry, like teaching itself, is an art. It is not a competence to be acquired but a way of thinking, an ongoing learning experience which is only possible if one is comfortable with ambiguity and uncertainty. Not all teachers are likely to be, or wish to be, effective facilitators of inquiry, even if they have received some training. This is particularly true in contexts where teachers themselves have not been encouraged to develop as thinkers and where there is not the possibility of regular collegial mentoring and support.

(Lisa Green, Facilitation is No Mere Technical Skill: A Case Study of a Small Group of ‘Different’ Students, In Analytic Teaching and Philosophical Praxis, vol. 36, 2015-16, pp. 63-75)

📷 CEAN, 2023