ABSTRACT
A key function of any philosophical enquiry is to clarify the language being used by the participants to try to establish a 'shared clarity of meaning' that will ideally lead closer towards the truth. In sharpening up children's awareness and appreciation of language, the teacher may try to use some philosophical lectures. The children are well on the way to becoming philosophers when they are prepared to take responsibility for what they say and challenge what they hear. This can be achieved by cultivating a certain attitude in the children with regard to the way in which they engage with language in the classroom. Such engagement will be apparent to the teacher and to the children themselves through various 'specific observable behaviours'. To a large extent children's behaviour constitute the evidence that change-for-the-better is happening in the context of philosophical enquiry and more generally in their learning. The chapter discusses the classroom activities of children in philosophical language development.
