Philosophy with children and self- determination in education

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter discusses the connection between self-determination and the community of philosophical inquiry as part of an educational programme known as Philosophy with Children. It explores the perception of meaning given by the community of philosophical inquiry. The chapter examines the perception of meaning as expressed widely in the writings of Matthew Lipman, the founding father of Philosophy for Children. It describes community of inquiry as a practical laboratory, social activism and self-determination. The chapter discusses the difference between a lesson providing knowledge and a community of philosophical inquiry in schools that encourages high-level thinking and claims that early educational exposure to what philosophy offers can cultivate a more self-actualising and caring individual. Philosophy for Children, and in particular its development across the globe as Philosophy with Children, is a platform that facilitates self-determined learning and thus also critical, caring and creative thinking combining philosophical with socio-economic sensitivity.

Original languageEnglish
Title of host publicationPhilosophy and the Study of Education
Subtitle of host publicationNew Perspectives on a Complex Relationship
PublisherTaylor and Francis
Number of pages13
ISBN (Electronic)9780429014611
ISBN (Print)9781138583757
StatePublished - 1 Jan 2019

Bibliographical note

Publisher Copyright:
© 2019 selection and editorial matter, Tom Feldges.

ASJC Scopus subject areas

  • General Social Sciences


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