Abstract

The proposed paper situates the question about the ‘success’ of the P4C program within the ‘what works’ debate which has taken place in the Anglo-American educational community over the last 15 years. Against this backdrop, the cultural significance of P4C is highlighted and a special focus is devoted to how P4C has changed (or should have changed) the practice of teaching. Finally, the P4C-oriented teaching of disciplines is indicated as a possible promising way out of the current educational predicament marked by the detraditionalization and individualization of knowledge.