The field of P4wC has generated an extensive body of research literature, including philosophical and empirical studies, and program evaluations. The movement has also been a major contributor to the emerging field of philosophy of childhood, as children’s philosophical practice has given rise to new understandings of the meanings of childhood, adulthood and philosophy. P4wC discourses both inform and are informed by other scholarly fields and practice, from cognitive psychology to critical theory, democratic education to child studies.

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OUR NEW

Increasingly, empirical research funded by major scientific and educational grantors and published in top-ranked academic journals demonstrates a number of distinctive positive academic, social and emotional effects of P4wC practice on students, teachers and educational climate. At ICPIC, we are actively striving to extend this research through new and ongoing initiatives that highlight the international impacts of P4wC in various contexts.

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FEATURED RESEARCH BOOKS IN P4wC

In Community of Inquiry with Ann Sharp: Childhood, Philosophy & Education (2017)

EDITED BY MAUGHN ROLLINS GREGORY
& MEGAN JANE LAVERTY

This critical anthology showcases the work of Ann Margaret Sharp—the life-long P4wC partner of Matthew Lipman—who is credited with the spread of philosophical inquiry around the world, as a practice, theory and focus of graduate study.

The Most Reasonable Answer:
Helping Students Build Better
Arguments Together
(2017)

BY ALINA REZNITSKAYA & IAN WILKINSON

Based on a strong collaboration among researchers, teachers, and P4wC practitioners, this book offers an array of field-tested materials that support educators in facilitating productive discussions in upper-elementary grades.

The Routledge International Handbook
of Philosophy for Children
(2016)

EDITED BY MAUGHN ROLLINS GREGORY,
JOANNA HAYNES & KARIN MURRIS

This rich, diverse collection of globally sourced chapters offers a range of perspectives and practices, framing P4wC as a significant educational and philosophical movement with growing impact on schools and educational policy.

Inclusion, Diversity & Intercultural Dialogue in Young People’s Philosophical Inquiry (2017)

EDITED BY CHING-CHING LIN
& LAVINA SEQUEIRA

Incorporating theoretical perspectives and empirical research, this book is a key resource for educators wishing to engage diverse learners in philosophical inquiry as  form of democratic education.

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PUBLISHED RESEARCH IN P4wC

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P4wC JOURNALS & MAGAZINES

Analytic Teaching and Philosophical Praxis (ATPP)

VITERBO UNIVERSITY, U.S.A.

This peer-reviewed, open access journal is dedicated to exploring the deeper philosophical and ethical implications of education. It sets out a broad agenda within the context of philosophical inquiry with children, with areas of interest ranging from teacher training to liberation pedagogy, narrative learning to Vygotskian psychology and cognitive science. The mainstay are might be defined as reflective teaching and community inquiry.

Childhood and Philosophy

ICPIC & STATE UNIVERSITY OF RIO DE JANEIRO, BRAZIL

As the official publication of the International Council For Philosophical Inquiry With Children, this journal is dedicated to the encounter between children and philosophical education. It seeks to contribute to a redefinition of childhood through the theory and practice of philosophy with children, and the notion of children as philosophical thinkers. It publishes articles in six languages in an effort to increase multilingualism in the field.

Critical and Creative Thinking (Discontinued)

AUSTRALASIAN JOURNAL OF PHILOSOPHY IN EDUCATION, AUSTRALIA

From 1993 to 2009, this international scholarly journal focused on philosophical inquiry with school-aged children. It published academic research pertaining to the theory and practice of philosophical inquiry in classrooms, as well as reports and resources for integrating philosophical inquiry into schools. (Back issues are available through the journal archive to FAPSA members.)

Diotime: Revue internationale de didactique de la philosophie

CANOPÉ, FRANCE

This international francophone review of the didactics of philosophy explores new philosophical practices with a particular focus on philosophical dialogue with young people. It aims to raise awareness and create knowledge about these new practices of meaning-making and public philosophy by giving voice to teachers, facilitators, trainers and researchers interested in sharing their reflections on philosophical learning and the drive to think for oneself.

El Butlletí Filosofia 3/18

GrupIREF, SPAIN

This quarterly bulletin has been published since 1990 in Catalan as a tool for fostering communication between teachers who are working with philosophy for children projects at elementary and secondary schools. It focuses specifically on the Lipman-Sharp approach to the Community of Philosophical Inquiry adapted in the "Filosofia 3/18" curriculum which seeks to develop cognitive abilities and responsible democratic citizenship.

Journal for Philosophy in Schools (JPS)

FEDERATION OF AUSTRALIAN PHILOSOPHY IN SCHOOLS ASSOCIATION (FAPSA), AUSTRALIA

The focus of this peer-reviewed journal is research into philosophy with school-aged children, including its history, traditions and pedagogy, as well as its roles in the classroom, reflective education and Socratic dialogue. The journal publishes academic research articles on the pedagogy and practice of philosophy in schools, as well as book reviews and teacher resources. It aims to encourage academic reflection and research into the growing field of philosophy in schools.

Questions: Philosophy for Young People

PLATO (PHILOSOPHY LEARNING AND TEACHING ORGANIZATION), U.S.A.

This online journal run by PLATO publishes the work of K-12 students interested in philosophical issues, including stories, essays, poems, photographs and drawings. The journal also publishes articles by scholars and teachers, including lesson plans, book reviews, field notes, modified classic thought experiments and transcripts of philosophy discussions. It is sponsored in part by the American Philosophical Association's Committee on Pre-College Instruction in Philosophy.

Revista Iberoamericana de Filosofía para Niños

VALENCIAN ASSOCIATION OF P4C & LAERTES PUBLISHERS, SPAIN

This hispanic magazine is dedicated to innovative action-research projects aimed at transforming classrooms and human communication processes into communities of inquirer-narrators (CIN). It strives to spread the desire for critical, creative and caring thinking In what it deems as a contemporary social context of educational and political impoverishment. It publishes the studies and experiences of P4C practitioners committed to transforming cosmopolitan democracy and socio-economic equality.

Tafakkor va Kudak

PERSIAN JOURNAL OF THINKING AND CHILDREN, SPAIN

This bilingual journal publishes articles in Arabic and English on the practice and theory of philosophy for children in elementary and secondary schools. Areas of interest range from educational psychology to gender-based education, thinking and learning styles to empirical studies on the impacts of philosophical inquiry with youth.

Thinking: The Journal of Philosophy for Children (Discontinued)

MONTCLAIR STATE UNIVERSITY, U.S.A.

Founded in 1979, this international journal was published by the Institute for the Advancement of Philosophy for Children at Montclair State University. It served as a forum for the work of both theorists and practitioners of philosophical practices with children, and showcased such work in all forms, including philosophical arguments and reflections, classroom transcripts, curricula, empirical research and reports from the field. (A searchable index of citations is available on the Education Full Text database.)

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