ABSTRACT
Philosophy for Children (P4C) is powerful in helping to challenge the facilitator's assumptions about the children/students that they teach. It can reveal a lot about students or pupils that may not emerge when using other teaching approaches. Through case study and examples, this chapter explores the power of P4C in helping to challenge assumptions, and the obstacles this can present. In school, pupils make real progress when P4C is used as a regular approach to learning. They can develop the skills to ensure that they are making progress on different levels. With students in higher education (HE), this is more challenging for a number of reasons. The chapter also explores ways of making progress in P4C and the real challenges for HE in making this happen. In the field of religious education (RE), P4C can be used to help children unpack concepts. They can really engage with both religious concepts and universal concepts that are familiar to many religions.
