ABSTRACT
This chapter surveys some of the current Philosophy in Public Spaces (PIPS) initiatives and the role they play in broadening Philosophy for Children (P4C) and the accessibility of the community of inquiry. Of note is that some educators are intentionally shifting away from appealing to PIPS as a support or enrichment of the P4C curriculum to a broader view of civic community as part of the classroom, returning P4C to the Agora. We identify how these initiatives expose an underlying tension in the direction of P4C in Australia, reinforcing a need to develop a collective understanding that will support philosophy in public and other educational spaces into the future.
