Abstract

Many teachers who encounter the idea of philosophy for and with children are engaged by the concepts of community, dialogue, questioning, and lived learning. In many cases they discover the idea of “doing philosophy for children” from a book, website, newspaper articles, or attending a workshop. These educators are well skilled in teaching and working with children. They understand the perspectives and needs of their children and young adults; they are versed in cooperative learning and integrative teaching which stress the importance of involving students in reflective inquiry. Teachers perceive themselves to be good listeners and facilitators of children’s learning and philosophy seems like a natural extension of this relational model of education.