The Role of Universities in the Creation of Communities of Inquiry: Nurturing Publics and Finding Common Ground

This paper explores the transformative potential of pedagogy in shaping universities as significant contributors to public goods, drawing on the perspectives of John Dewey, Bruno Latour, and Masschelein and Simons. Latour‘s assertion that pedagogy represents the frontline of transformative action underscores the imperative for universities to transcend utility-driven education. The paper advocates for embracing pedagogy as a collective endeavor that cultivates a public “power to study and think” (Masschelein and Simons), centering around authentic public concerns and challenging the prevailing trajectory of market-driven education. Guided by Civil Sphere Theory, the paper contends that public goods cannot be objectively defined but materialize through inquiry processes, communication, and deliberation—areas where universities can play a vital role. Given the potential for unprecedented change of our time, it is crucial for universities to reclaim their culture of experimentation and discovery, essential for their contributions to democratic deliberations on public goods.