ABSTRACT
Advocates of Philosophy for Children (P4C) draw on the pragmatic philosophy of John Dewey. For Dewey, education is holistic and aims at shaping a person to be a democratic and reasonable citizen. In this way, teachers act as facilitators who guide students to actively engage with ideas and students are recognised as embodied, capable of reflecting on their own assumptions and point of view as well as those of others. Such dialogue takes place through a community of inquiry (CoI) that aims at a shared truth that is pluralistic and democratic. The student is not an isolated cogito but, rather, a member of a group of learners, and the CoI activates rationality as well as empathy and creative imagining. This chapter explores how Philosophy for Children practitioners can augment their praxis using drama education.
