ABSTRACT

Compelling evidence of the positive effect of Philosophy for Children (P4C) on learning in school classrooms from teachers and educational researchers has continued to accumulate since its development by the American philosopher Matthew Lipman. Teachers testify to the potency of P4C to change the dynamics of the classroom, as in this example:

Overall there has developed an ethos of respect in the classroom during these activities as students actively listen to each other and engage in a dialogue that is increasingly based on mutual respect, this has been cultivated by the students themselves. As one seven-year old commented, ‘You can agree with people even if they are not your friend’.