ABSTRACT
This chapter addresses the challenges posed by Philosophising with Children for teacher education in primary schools, and the opportunities it offers for teaching and learning in general, and in particular in the light of an unknown and more and more uncertain future. It argues that uncertainty is a central feature of philosophical inquiry and that this is an important quality in the context of the challenges facing education in the 21st century. Interviews with primary teachers focusing on the experience of uncertainty when Philosophising with Children indicate that philosophical inquiry with children might be an important means for embedding uncertainty within educational practice. The chapter also discusses how to design teacher education in order to prepare pre-service teachers to undertake philosophical inquiry with children.
