What is Philosophy for Children, What is Philosophy with Children—After Matthew Lipman?

Journal of Philosophy of Education 45 (2):171-182 (2011)
Abstract
Philosophy for Children arose in the 1970s in the US as an educational programme. This programme, initiated by Matthew Lipman, was devoted to exploring the relationship between the notions ‘philosophy’ and ‘childhood’, with the implicit practical goal of establishing philosophy as a full-fledged ‘content area’ in public schools. Over 40 years, the programme has spread worldwide, and the theory and practice of doing philosophy for or with children and young people appears to be of growing interest in the field of education and, by implication, in society as a whole. This article focuses on this growing interest by offering a survey of the main arguments and ideas that have given shape to the idea of philosophy for children in recent decades. This aim is twofold: first, to make more familiar an actual educational practice that is not at all well known in the field of academic philosophy itself; and second, to invite a re-thinking of the relationship between philosophy and the child ‘after Lipman’
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Matthew Lipman (1999). What is Happening with P4C? The Proceedings of the Twentieth World Congress of Philosophy 3:21-26.
Marzena Parzych (2008). Philosophy for Children. Proceedings of the Xxii World Congress of Philosophy 27:71-79.
Elizabeth Baird Saenger (2000). Exploring Ethics Through Children's Literature. International Journal of Applied Philosophy 14 (1):35-41.
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