In close collaboration with the late Matthew Lipman, Ann Margaret Sharp pioneered the theory and practice of ‘the community of philosophical inquiry’ (CPI) as a way of practicing ‘Philosophy for Children’ and prepared thousands of philosophers and teachers throughout the world in this practice. In Community of Inquiry with Ann Margaret Sharp represents a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers in the fields of education, philosophy, philosophy of education, Philosophy for Children and philosophy of childhood. Sharp developed a unique perspective on the interdependence of education, philosophy, personhood and community that remains influential in many parts of the world. This perspective was shaped not only by Sharp’s work in philosophy and education, but also by her avid studies in literature, feminism, aesthetic theory and ecumenical spirituality. Containing valuable contributions from senior figures in the fields in which Sharp produced her most focused scholarship, the chapters in this book present a critical overview of how Sharp’s ideas relate to education, philosophy of education, and the Philosophy for Children movement as a whole. The historical and philosophical nature of this collection means that it will be a vital resource for philosophers and educators. It should also be of great interest to teacher educators and those involved in the study of pragmatism and feminism, as well as the history of education across the globe, particularly in the United States of America. At the very center of Ann Sharp's concerns there are themes which have always been part of philosophical inquiry: the stimulation of thinking, the building of community, the pursuit of freedom, and -- why not? -- the promotion of democracy. A first step to do justice to this American thinker has been taken by Routledge, one of the most important publishers in the world, which has published a significant volume, In Community of Inquiry with Ann Margaret Sharp. Childhood, Philosophy and Education , edited by Maughn Rollins Gregory and Megan Jane Laverty. The book includes, along with many essays of the New York philosopher, also a series of contributions that explore, if not all, at least many facets of her work. - Simone Paliaga, 'Education and democracy: it is in the community that the free person is born' Avvenire.com This new critical anthology is indispensable for all those who are attracted by questions, like: Who was Ann Margaret Sharp? What was her role in the development of philosophy for children? Why did Lipman credit her with the idea of bringing something new, fresh, vital and exciting, both educationally and philosophically, to philosophy for children? What was her role in the creation of Lipman's philosophical novels for children and what was her contribution to their teacher manuals? Why did Sharp believe that the practice of the community of philosophical inquiry was all that was needed to turn philosophy for children into a model of educational practice? Why was Sharp initially more dedicated to the concept of "community of inquiry" than Lipman, and instrumental in his work on its development? And why did Lipman remark that Sharp brought "a kind of human touch" to the movement that he himself "never tried to develop"? Walter Kohan (2019) Educational Theory 68(4-5): 555-560. This book is a tribute to an extraordinary woman. Ann Margaret Sharp was a formidable, enthusiastic, utterly ethical, inspiringly optimistic, intensely engaged, and sometimes forbidding force--much like the program she helped to found. Her writing, however, is delightfully inviting. Anyone interested in trying to make this world a better place, and in transforming education so that young people are shaken out of their complacency and become empowered to enthusiastically grab their own lives by the throat so that they are able to march toward the future with confidence and competence, will treasure this book. Susan Gardner (2019) Teaching Philosophy 42.1: 64. Educators, especially those interested in radical critiques of education and looking for ideas to support their own thinking and practice in relation to what is wrong with our current state of education, will find the book to be of great value. This is especially true for those who want to challenge the industrial and neoliberal models of education that permeate our societies. Bonnie Zuidland, Analytic Teaching and Philosophical Praxis , Vol. 39, Issue 2. The narrative that Laverty and Gregory provide reveals a commitment to a kind of intellectual life that has always already embodied a community of inquiry. It is not that Ann thought of the community of inquiry; she lived the community of inquiry. From her work with the students at the high school where her then husband taught, we witness a kind of teaching that is already co