ABSTRACT
In this chapter, Ann Margaret Sharp explains the approach of Philosophy for Children to ethics education as “engaging children in [an] investigation of problems dealing with the role of moral values and norms in human conduct.” She argues that children deserve to become conversant with distinctively philosophical concepts not dealt with in other disciplines, such as justice, personhood, freedom, goodness, truth, friendship, self and identity. She analyzes the communal aspect of making sense of the world in a way that instantiates caring, collaborative deliberation, self-correction and inquisitiveness, and explains that this process liberates the child from being a pawn in adult systems of meaning and authority.
