ABSTRACT
Chapter 1 introduces Philosophy for Children (P4C). It raises the question of whether the school system promotes creative and critical thinking, or stifles them. If the latter, P4C could be the solution. Not that P4C is new, since it can be traced back to Socratic dialogue in ancient Greece. A definition of P4C is offered, and the term “community of inquiry” explicated. P4C is about active engagement and meaningful discussion – a method of inquiry to explore ambiguous concepts. It has effects in the philosophy lesson, across the curriculum, and beyond school into “real life”. Capitalizing on children's natural curiosity, P4C encourages them to develop reasons to support their opinions. Teachers will want to know how to find time to do P4C, and this is discussed. Does P4C work? The positive research evidence is explicated in brief. A psychological perspective is taken and underlying theories debated. The chapters that follow are each discussed. Readers may wish to read the book in sequence, or read chapters in very different orders.
