ABSTRACT
Drawing on experiences of working with children, students, student teachers and teachers in primary and secondary schools, this chapter focuses on ways in which the imaginative, critical and practical philosophy of education has informed the author's thinking and teaching over the last 20 or so years. It discusses elements of author's approach to 'being and always becoming' a philosophical teacher: the mode of philosophising - child as philosopher and philosopher as child; the significance and role of narrative in enquiry-based teaching; the reflexive paradigm and practical philosophy of teacher development. The chapter argues that it is important to think deeply about reasons for engaging in Philosophy for Children (P4C), to keep hold of a vision of education, and to put things in place to remain imaginative, critical and attentive. It concludes with the author's position of 'critical advocacy' in relation to P4C.
