Philosophy for Children: the practice of (dis)orientation in community of inquiry

160 160Studium Educationis | XXIII - 2 - December 2022 | ISSN 2035-844XAbstractIn a post-pandemic world, the need to orient new generations towards well-being and well-becoming is in-creasing. Within lifelong guidance frame (EU, 2000) it is crucial to think on educational orientation not only as institutional policies and strategies to guide students into professional and labor market, but to educate in confronting problems and questions present throughout life. Philosophy for Children is proposed as a school guided-experience of inquiry dialogue, introducing an alternative way to conceive students’ ori-entation as a community commitment. The focus is explorative and aims to highlight how philosophizing is a key component of the process that nurtures orientation. The core concept of “community of inquiry” is the “how” and the “where” of the sharing opportunity to practice (dis)orientation as a distributed thinking experience of being “lost-in-decision”, wondering in uncertainty and wandering in possibilities, fundamental constraints to draw new maps of living.