ABSTRACT
This chapter describes a brief Philosophy for/with Children (P4wC) intervention with final year education students in several consecutive years and some related qualitative research findings. Our primary finding was that students acquired a different perspective on disagreement and some skills to reason respectfully with others. However, although they perceived possible curriculum applications and benefits, they were doubtful whether they would be able to introduce P4wC in local classrooms. We learned over the years that positioning a P4wC module between modules focused on digital storytelling of a personal nature and a review of academic literature helped to bridge the gap between experiential and academic knowledge, and seemed to facilitate epistemological access to the literature, which might be an argument for its inclusion in higher education curricula. Our discussion highlights the potential value of P4wC in schools and discusses some challenges to its adoption in South Africa, ending with tentative suggestions of how these challenges might be addressed.
