Improvising inquiry in the community: the teacher profile.

Improvising involves participants adopting attitudes and dispositions that make them welcoming towards what happens, even when it is unforeseen. How is the discourse on improvisation and a disposition to improvise in the community connected to the concept of inquiry? What type of reasoning can be developed? This paper aims to reflect on two different perspectives. On the one hand, we consider the feasibility of improvising inquiry in the community, promoting inquiry as an activity that can be developed extemporaneously when teacher and students form a community with an “improvising” habitus. On the other hand, we underscore the intrinsic improvisational dimension of inquiry that takes shape in philosophical dialogue in community. To develop these two educational and formative perspectives, students and teachers must first acquire a “readiness” for improvisation, which involves something of a complex attitude. Some results of previous research on improvisation are presented to explain the features of this complex disposition. Teachers who improvise open a window on events happening in the community, serving as an example for the class, which is invited to do the same. Teachers thus become improviser-facilitators within the community, embracing the feature of a new jazz-pedagogy at the same time.