Community of philosophical inquiry and the play of the world

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This paper seeks to identify the role of play in the design and function of Socratic dialogue as practiced in community of philosophical inquiry (CPI) in classrooms. It reviews the ideas of some major play theorists from various fields of study and practice-philosophy, cultural anthropology, evolutionary psychology, cognitive psychology, psychoanalysis, and education-and identifies the epistemological, ontological, and axiological judgments they share in their analyses of the phenomenon of play. It identifies five psychodynamic dimensions in which the Socratic play of "following the argument where it leads" can be identified: the "play space," the "time of play," "the rules of the game," "the stakes in play," and "play and power." Finally, it suggest that there is a historical relationship between the reconstruction of Socratic dialogue in CPI and the cultural reconstruction of "child" in post-modern philosophy, with special attention to Gilles Deleuze's and Felix Guattari's notion of "becoming-child" as emblematic of an emergent "post-human" style of subjectivity.

Original languageEnglish
Pages (from-to)265-302
Number of pages38
JournalTeaching Philosophy
Volume41
Issue number3
DOIs
StatePublished - 1 Sep 2018

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reconstruction
psychology
dialogue
cultural anthropology
psychoanalytic theory
field of study
community
subjectivity
classroom
education
philosophy
Philosophical Inquiry
time

Cite this

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Community of philosophical inquiry and the play of the world. / Kennedy, David.

In: Teaching Philosophy, Vol. 41, No. 3, 01.09.2018, p. 265-302.

Research output: Contribution to journalArticleResearchpeer-review

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