ABSTRACT
As the purpose of this book is to open dialogue, we draw no conclusions. Instead, reflecting on the theoretical and practical implications that arise from each chapter, we offer some reflection through an exploration of the ways in which Australia has broadened discussions on Philosophy for Children (P4C). In addition, we situate our discussion in contemporary global issues relevant to education and schooling: gender stereotyping, bias and language; indigenous education; environmental education; and sexuality, adolescence and discrimination. As a community of children, adolescents and adults, philosophers and educators, as well as citizens, we have an opportunity to contribute educationally to an inquiring society.
