ABSTRACT
This chapter describes ways in which the philosophical inquiry and community of inquiry methods, intrinsic to the materials developed at the Institute for the Advancement of Philosophy for Children (IAPC), were partially adopted by Australian teachers. Wilks’s research found that Australian teachers preferred not to use the Lipman and Sharp texts as advocated, choosing to use their own resources containing philosophically rich issues (e.g., texts, artworks). The chapter briefly delves into some early pedagogical battles with IAPC practitioners and describes teacher education models based around philosophical inquiry. The rationale behind, and content of, some of Wilks’s texts is explored.
