ABSTRACT
The main purpose of this chapter is to problematize the concept of childhood that underlies traditional philosophical approaches to childhood education. We describe some contemporary approaches to childhood that focus on the lived experience of language and time, and that encourage us to move beyond the conventional model of formation to an educational theory and practice sensitive to the affirmative voices of infancy. Finally, we argue that the communal and dialogical experience of community of philosophical inquiry that is the hallmark of Philosophy for Children opens a way for that movement.
