In this essay David Kennedy argues that children represent one vanguard of an emergent shift in Western subjectivity, and that adult–child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. Following Herbert Marcuse’s invocation of a “new sensibility,” Kennedy argues that the evolutionary phenomenon of neoteny — the long formative period of human childhood and the paedomorphic character of humans across the life cycle — makes of the adult–child collective of school a primary site for the reconstruction of belief. After exploring child–adult dialogue more broadly as a form of dialectical interaction between what John Dewey called “impulse” and “habit,” Kennedy identifies three key dimensions of dialogic schooling, all of which are grounded in a fourth: the form of dialogical group discourse called community of philosophical inquiry (CPI), which is based on the problematization and reconstruction of concepts through critical argumentation. As a discourse model, CPI grounds practice in all of the dialogic school’s emergent curricular spaces, whether science or mathematics, whether literature, art, or philosophy. Second, CPI opens a functional space for shared decision making and collaborative governance, making of school an exemplary model of direct democracy. Finally, CPI as a site for the critical interrogation of concepts encountered in the curriculum (such as “alive,” “justice,” “system,” and “biosphere”) and as a site for democratic governance leads naturally to expression in activist projects that model an emergent “new reality principle” through concrete solutions to practical problems on local and global levels.

中文翻译：

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Skholé的原型现象学

戴维·肯尼迪（David Kennedy）在本文中指出，儿童代表着西方主体性的突然转变的先锋，而成年与儿童的对话，尤其是在学校教育的背景下，是所隐含的认识论变革的关键所在。继赫伯特·马尔库塞（Herbert Marcuse）提出“新感性”后，肯尼迪认为，新生代的进化现象（人类童年的漫长形成时期和人类在生命周期中的象形特征）使学校的成年子女集体成为主要场所为重建信念。在将儿童与成人的对话作为约翰·杜威所说的“冲动”和“习惯”之间的辩证互动形式进行了更广泛的探讨之后，肯尼迪确定了对话式教育的三个关键方面，所有这些都基于第四点：对话性小组话语的一种形式，称为哲学探究性社区（CPI），其基础是通过批判性论证对概念进行问题化和重构。作为一种话语模型，CPI在所有对话学校的新兴课程空间（无论是科学还是数学，文学，艺术还是哲学）中都建立了实践基础。其次，CPI为共享决策和协作治理打开了一个功能空间，使学校成为直接民主的典范。最后，CPI是对课程中遇到的概念（例如“存活”，“司法”，“系统，