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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DOI 10.1111/j.1467-9752.2011.00801.x
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References found in this work BETA
The Stage Question in Cognitive-Developmental Theory.Charles J. Brainerd - 1978 - Behavioral and Brain Sciences 1 (2):173.
The Philosophy of Childhood.Gareth Matthews - 2008 - Journal of Aesthetics and Art Criticism.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.

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Citations of this work BETA
Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2016 - Studies in Philosophy and Education 35 (1):79-92.

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