ABSTRACT
Drawing together a wide range of eminent practitioners and scholars in the field of educational philosophy, from the very first to the present day, this collection of essays offers the reader not only a historical narrative, but an opportunity to reflect on the insights of the authors involved in the key philosophical and educational debates and controversies that came with attempts to introduce philosophy to children and adolescents and find a place for it in the curriculum. It provides a collection of divergent approaches, critical accounts and different perspectives on the historical currents that have shaped Philosophy for Children (P4C) into what it is today, including issues of politics, such as individuals seeking to develop a niche consultancy or business in this emerging field, competing visions of the disciplinary core of P4C, the relationship between P4C and other subject areas, and the curriculum itself. By drawing attention to the role context and culture played in the adaptation of P4C in Australia, the essays will inform possible future directions for classroom practice, professional development and training, and conducting research. We also hope the book with provide opportunities for readers around the globe to reflect on their own theory and practice, to identify similarities and differences, to generate fresh discussion, recognise emerging ideas, and to raise thought-provoking questions, in order to stimulate further dialogue in relation to the development of P4C in their respective countries.
