The Cosmopolitan Experiential Space and Transformative Learning Through Philosophical Inquiry

The present paper proposes Matthew Lipman’s community of philosophical inquiry as a space of transformative learning, suitable for developing that cosmopolitan perspective which is necessary to engage with contemporary cosmopolitanism-oriented experiential spaces. Against this backdrop, the paper presents an analysis of the data resulting from an assessment of a training experience for teachers and educators, carried out within the framework of the EU-funded project PEACE (Philosophical Enquiry Advancing Cosmopolitan Engagement), whose rationale is that the first step for a reflective interpretation of the cosmopolitan reality we live in consists in the activation of critical thinking processes (the latter being interpreted by combining Lipman’s and Mezirow’s views).