My aim in this article is to offer a critical evaluation of the development of communities of inquiry in the UK, with particular reference to the teaching of philosophy in schools. The paper is divided into four sections. In the first, I examine some key aspects from an historical perspective. The second section focuses on the question: ‘should children be taught to think philosophically?’ Having discussed the teaching of philosophical thinking in the UK, I outline a typical example of a (...) dialogue undertaken with primary school pupils. Finally, I consider future prospects for developing communities of inquiry. (shrink)