Eastbank Academy: citizenship through Community of Enquiry

Discussion is a central teaching technique in the Higher English course. Craig Smillie at Eastbank Academy developed a Community of Enquiry with his Higher class to examine the role of philosophical enquiry in helping students develop a more sophisticated critical tool for thought.

The study stemmed from a research project which explored the usefulness of this approach in the teaching of the Close Reading and Literature elements of the Revised Higher English course. As part of the project a series of experimental enquiries was set up involving one Higher English class, using the standard type of English text as a stimulus for discussion. The case study itself focuses on one session which used the text of a speech delivered by Hillary Clinton to the UN Fourth World Conference of Women as a stimulus.

As a result of this study, conclusions were drawn about the merits and limitations of the approach:

• The procedure did produce sophisticated and creative discussion around the texts to be studied.
• Students were keen to take ownership of the discussion procedure and the knowledge and understanding about the texts under scrutiny. 
• Greater understanding of texts was garnered in group discussion. 
• The linking and building mechanism of the Enquiry method encouraged students to listen carefully to one another and produce a coherent discourse. 
• Disagreement began to be seen as a constructive, positive force.

For more information and ideas on developing pupils' critical thinking skills through communities of enquiry, plus further examples of good practice, visit our Philosophy in schools pages.