Abstract

In this paper the question of note-taking is addressed in reference to a specific educational approach, that of the community of philosophical inquiry (CPI) in the tradition of Matthew Lipman and Ann Sharp’s Philosophy for Children (P4C). After emphasizing the pivotal role that this activity plays within a typical session of P4C, its specific status (in comparison with what happens in a classic lecture) is explored, insofar as it could be interpreted as a gesture distributed among and between the teacher and the students. The argumentation is animated and sustained by three intimately interwoven questions: first, how can we construe note-taking in reference to the two philosophical-educational matrices (the Socratic-Platonic and the pragmatist) presiding over CPI? Secondly, who actually takes notes in a P4C session? Could we venture to say that it is CPI as an “intersubject”? And, thirdly, what is the status of the notes taken and written on the flip-chart as a text? Through the analyses developed, note-taking is interpreted as the ‘inscription’ of the co-philosophizing and a kind of self-writing and its significance for the emergence of CPI as such is shown