Philosophy for Children. A project to learn to philosophize

Abstract

This article highlights the place of the Philosophy for Children (P4C) proposal by Matthew Lipman and Ann Margaret Sharp in contemporary education, highlighting its central postulates, its relevance and philosophical tradition, as well as suggestive lines for those who want to make this practice a concrete way to philosophize inside and outside the classroom. The authors, leaders of Philosophy for Children centers in Mexico, Spain and Colombia, propose an P4C analysis from four perspectives: the delimitation and scope of the proposal, its community and dialogic dimension, the solid construction of thought and the role of the teacher facilitator in the practices of Philosophy for Children. This structure aims to open a reflection on the way in which this proposal can be understood as a practice of philosophical education and also an invitation for those who want to know its philosophical and pedagogical scope. A provocation to make the classroom a community of dialogue and the community of dialogue a lifestyle that results in a mode of democratic citizenship in which critical, creative and careful thinking is the starting point.