1st Edition

The Routledge International Handbook of Philosophy for Children

    This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world.

    The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy and the broader educational issues this raises, for example:

    • historical perspectives on the field
    • democratic participation and epistemic, pedagogical and political relationships
    • philosophy as a subject and philosophy as a practice
    • philosophical teaching across the curriculum
    • embodied enquiry, emotions and space
    • knowledge, truth and philosophical progress
    • resources and texts for philosophical inquiry
    • ethos and values of P4C practice and research.

    The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy.

    PART I The Democratic Nature of Philosophy for Children  1. The Community of Philosophical Inquiry: A Pedagogical Proposal for Advancing Democracy Eugenio Echeverria and Patricia Hannam   2. ‘No Go Areas’ – Racism and Discomfort in the Community of Inquiry Darren Chetty and Judith Suissa  3. A Citizen’s Education: The Philosophy for Children Hawai‘i Approach to Deliberative Pedagogy Amber Strong Makaiau  4. Authority, Democracy and Philosophy: The Nature and Role of Authority in a Community of Philosophical Inquiry Olivier Michaud and Riku Välitalo  PART II Children and Childhood in Philosophy for Children  5. Philosophy for Children and Developmental Psychology: An Historical Review Lena Green  6. Childhood, Education and Philosophy: A Matter of Time David Kennedy and Walter Omar Kohan  7. Philosophical Play in the Early Years Classroom Sara Stanley and Sue Lyle  PART III What is Philosophical about Philosophy for Children?  8. Getting Better Ideas: A framework for Understanding Epistemic Philosophical Progress in Philosophy for Children
    Clinton Golding  9. Questioning the Question: A Hermeneutical Perspective on the ‘Art of Questioning’ in a Community of Philosophical Inquiry Barbara Weber and Arthur Wolf  10. Back to Basics: A Philosophical Analysis of Philosophy in Philosophy with Children Catherine C. McCall and Ed Weijers  11. Dimensions of the Sumphilosopheîn: The Community of Philosophical Inquiry as a Palimpsest Stefano Oliverio  PART IV The Community of Enquiry in Action: Epistemology and Pedagogy  12. Philosophy for/with Children and the Development of Epistemically Virtuous Agents Renia Gasparatou  13. Pragmatist Epistemology, Inquiry Values and Education for ThinkingPeter Ellerton  14.Changing Minds: The Professional Learning of Teachers in a Classroom Community of Inquiry Vivienne Marie Baumfield  15. Thinking as a Community: Reasonableness and Emotions Dina Mendonça and Magda Costa Carvalho  PART V The Aesthetics of Philosophy for Children: Bodies and Spaces  16. Guernica Comes to School: Art, Philosophy and Life May Leckey  17. Drama, Gestures and Philosophy in the Classroom: Playing with Philosophy to Support an Education for Life Laura D'Olimpio and Christoph Teschers  18. Curating an Aesthetic Space for Inquiry Natalie M. Fletcher and Joseph M. Oyler  PART VI Philosophical Texts and Philosophy for Children  19.From Harry to Philosophy park: The Development of Philosophy for Children Materials in Australia Gilbert Burgh and Simone Thornton  20.Readings and Readers of Texts in Philosophy for Children Joanna Haynes and Karin Murris  21.Education, Identity Construction and Cultural Renewal: The Case of Philosophical Inquiry with Jewish Bible Jennifer Glaser and Maughn Rollins Gregory  PART VII Philosophy in Schools  22.Teaching Philosophy and Philosophical Teaching Lizzy Lewis and Roger Sutcliffe   23. Philosophizing with Children in Science and Mathematics Classes
    Kristina Calvert, Matthias Förster, Anna Hausberg, Diana Meerwaldt, Patricia Nevers, Stefanie Paarmann and Tim Sprod 24.What’s Philosophy Got to Do with It? Achieving Synergy between Philosophy and Education in Teacher Preparation Sarah Davey Chesters and Lynne Hinton  PART VIII Research Directions and Methods in Philosophy for Children  25.Who Talks? Who Listens? Taking ‘Positionality’ Seriously in Philosophy for Children Amy Reed-Sandoval and Alain Carmen Sykes  26. Empowering Global P4C Research and Practice Through Self-Study: The Philosophy for Children Hawaiʻi International Journaling and Self-Study Project Amber Strong Makaiau, Jessica Ching-Sze Wang, Karen Ragoonaden, Lu Leng  27. Dialogical Critical Thinking in Kindergarten and Elementary School: Studies on the Impact of Philosophical Praxis in Pupils Marie-France Daniel, Mathieu Gagnon and Emmanuèle Auriac-Slusarczyk  28. Reconstruction of Thinking across the Curriculum through the Community of Inquiry Kim Nichols, Gilbert Burgh, Liz Fynes-Clinton  29. Philosophy for Teachers: Between Ignorance, Invention and Improvisation Walter Omar Kohan, Marina Santi and Jason Thomas Wozniak 



    Maughn Rollins Gregory is Professor of Educational Foundations at Montclair State University, USA.

    Joanna Haynes is Associate Professor in Education Studies at Plymouth University Institute of Education, UK.

    Karin Murris is Professor at the School of Education, University of Cape Town, South Africa.


    "Given the scope of the book and its potential use to practitioners and researchers, this is a broad and scholoarly collection of papers which is focused on contemporary issues and suggests future avenues of research.  It illuminates the complexity of the feild and its potential to continue to flourish in numerous different and new ways."  - Jane Gatley, University of Birmingham, UK