Philosophical inqulry as a deweyan way to teach Dewey's philosophy at the university

At the high school and university level the approach of “philosophical inquiry” offers the possibility to engage students not only with philosophical problems emerging from their areas of experience, but also with philosophical ideas and problems characterizing an historical moment or the main interest of one or a group of philosophers in a determinate age. Dewey’s philosophy itself can be explored through a process of shared philosophical inquiry, starting from the problems and questions around which it has been developed and enaging the students as participants to the process of inquiry. The main questions and problems addressed by the philosopher in his lifetime become therefore a “discussion plan” for a philosophical inquiry journey that becomes a deweyan way to study Dewey’s thought. Philosophical inquiry is understood as a way to address Dewey's philosophical ideas and theories starting “from within”, and therefore using the same generative matrix that has produced them. Within this framework, the paper offers transcripts of thematic sessions, analized using a matrix aimed at identifying the main focuses of philosophical inquiry, as well as the different logical patterns unfolding and interacting in the process, showing its development and outcomes.