Educational Philosophy and Theory 43 (5):415-435 (2011)

Abstract
For centuries, philosophy has been considered as an intellectual activity requiring complex cognitive skills and predispositions related to complex (or critical) thinking. The Philosophy for Children (P4C) approach aims at the development of critical thinking in pupils through philosophical dialogue. Some contest the introduction of P4C in the classroom, suggesting that the discussions it fosters are not philosophical in essence. In this text, we argue that P4C is philosophy
Keywords philosophy  critical thinking  philosophy for children
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DOI 10.1111/j.1469-5812.2008.00483.x
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References found in this work BETA

Contingency, Irony, and Solidarity.Richard Rorty - 1989 - Cambridge University Press.
Philosophy and the Mirror of Nature.Alvin I. Goldman - 1979 - Philosophical Review 90 (3):424-429.
Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
Thought and Language.A. L. Wilkes, L. S. Vygotsky, E. Hanfmann & G. Vakar - 1964 - Philosophical Quarterly 14 (55):178.

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Citations of this work BETA

Engaging in Critical Dialogue About Mathematics.Marie-France Daniel - 2013 - Analytic Teaching and Philosophical Praxis 34 (1):58-68.

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Re/Thinking Critical Thinking: The Seductions of Everyday Life.Kal Alston - 2001 - Studies in Philosophy and Education 20 (1):27-40.
What is Happening with P4C?Matthew Lipman - 1999 - The Proceedings of the Twentieth World Congress of Philosophy 3:21-26.
Critical Thinking.Robert Ennis - 1991 - Teaching Philosophy 14 (1):4-18.

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