Cathlyne Joy Alvarez-Abarejo
Truth is vaguely conceived in the method of the Philosophy for Children (P4C) program’s Community of [Philosophical] Inquiry (COI or CPI) either as “discovered,” implied as objective and universal, or even “generated” or something subjectively and relatively apprehended in a COI. There are also extreme views that assert that it is not central to a philosophical inquiry, as the latter is only concerned with refining judgment and belief clarification. Is attaining truth not a concern of a community of philosophical inquirers? This essay discusses the notion of truth in a COI, which is the primary approach of the Lipman–Sharp P4C program. It asserts that a multidimensional representation of truth in the context of a COI is not fraught with contradictions and inconsistencies but gives a complete and more comprehensive account of how a child naturally understands the world and attains knowledge through an education based on inquiry. By adopting Wittgenstein’s multidimensional model of representation highlighted by Kuusela, it further argues that a multifaceted perspective on truth complements the nature of the COI process, which aligns with the goal of P4C to provide children with opportunities to discover, assess, and analyze ideas openly and fruitfully.
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© 2024 Cathlyne Joy Alvarez-Abarejo
https://doi.org/10.25138/18.1.a2
https://www.kritike.org/journal/issue_34/alvarez-abarejo_march2024.pdf ISSN 1908-7330
