A Systematic Review of The Impact & Challanges of Philosophy for Children

Article Summary for Educators:

Impact of Philosophy for Children and Its Challenges: A Systematic Review
by Mohd Kaziman Ab Wahab, Hafizhah Zulkifli, and Khadijah Abdul Razak
Published in Children 2022, 9(11), 1671; https://doi.org/10.3390/children9111671

Summary and Key Findings for Educators

This systematic review by Wahab, Zulkifli, and Razak (2022) explores the impact of the Philosophy for Children (P4C) programme on students, while also examining the challenges faced by teachers and pupils during its implementation. Drawing on studies from 2016–2020, the review analysed both qualitative and quantitative research using the PRISMA framework. Out of 291 articles, 9 high-quality empirical studies were ultimately included, all of which addressed real classroom experiences of P4C.

Main Positive Impacts of P4C

The review identified five main areas where P4C brings measurable benefits in the classroom:

1. Higher-Order Thinking Skills (HOTS):
   P4C sessions were found to significantly improve students’ reasoning, critical thinking, creativity, ability to construct analogies, form concepts, ask philosophical questions, make decisions, evaluate arguments, and reflect on their own ideas. Children learned to articulate and defend their views with supporting evidence, engage in open-ended inquiry, and build upon each other’s perspectives.

2. Democratic Dialogue and Social Justice:
   P4C fosters a classroom atmosphere where students are free from judgment and labelling. Mutual respect, tolerance of differing viewpoints, and a sense of social justice emerged as themes. Pupils grew more confident in sharing their thoughts and developed empathy for others, including marginalised groups.

3. Civilised Conduct and Classroom Behaviour:
   The P4C approach led to improved behaviour: students became better listeners, more patient, and respectful during disagreements. The structure of community inquiry encouraged orderly participation and discouraged disruptive conduct.

4. Culture of Thinking:
   Regular P4C sessions contributed to a school-wide culture of dialogue, argument, and deep thinking. This culture influenced how students approached learning across the curriculum.

5. Safe and Supportive Learning Environment:
   Teachers and pupils reported that P4C sessions created an intellectually safe space where students felt comfortable expressing ideas and questioning assumptions, free from fear of embarrassment or criticism.

Challenges for Teachers

Despite these benefits, several challenges were identified:

• Optional Nature and Status of P4C:
  P4C is often not part of the formal curriculum, so it is seen as optional, and not all teachers prioritise it.

• Classroom Management and Time Constraints:
  Facilitating philosophical dialogue requires strong classroom management skills, patience, and careful time allocation. Teachers often struggled to give equal attention to all students and to fit P4C within a crowded timetable.

• Resource and Idea Deficiency:
  Many teachers felt underprepared, lacking stimulating materials or training for effective facilitation.

Challenges for Students

Students also faced challenges, such as:

• Interpersonal Skills:
  Some pupils lacked the social or communication skills needed for collaborative philosophical inquiry, particularly those with special educational needs.

• Knowledge Gaps and Reluctance:
  A lack of vocabulary or background knowledge hindered participation. Some students were also hesitant to share ideas publicly.

Implications for Practice

The study recommends that for P4C to be effective, schools should:

• Dedicate regular time to P4C activities, rather than treating them as add-ons.

• Invest in teacher training, focusing on facilitating philosophical dialogue and classroom management.

• Develop and share culturally appropriate and engaging teaching modules.

• Encourage collaboration among teachers to create resources tailored to their students’ needs.

The authors conclude that P4C is a productive and holistic pedagogical approach, supporting not only academic skills but also classroom culture, relationships, and children’s confidence. However, for its full potential to be realised, practical challenges must be addressed through curriculum integration, professional development, and resource provision.

Discussion

The systematic review conducted by Mohd Kaziman Ab Wahab, Hafizhah Zulkifli, and Khadijah Abdul Razak, published in Children (2022), offers a comprehensive exploration of the Philosophy for Children (P4C) programme and its influence on classroom practice. This work stands as an important contribution to the literature, not only in synthesising recent empirical research but in highlighting both the transformative potential and the concrete challenges associated with bringing philosophical dialogue into schools. For teachers, the findings prompt both reflection and practical consideration.

At the heart of the review is the assertion that P4C holds significant value beyond the simple enhancement of students’ cognitive skills. Drawing on studies selected with rigorous criteria and examined using the PRISMA methodology, the authors identify the breadth of P4C’s impact on classroom culture. Central to this impact is the cultivation of higher-order thinking skills. Teachers will find affirmation in the evidence that structured philosophical dialogue nurtures reasoning, creativity, and the ability to construct and interrogate arguments. The studies analysed show that students who participate in P4C sessions are not only more adept at justifying their views but also more capable of making connections between ideas, reflecting on their reasoning, and responding thoughtfully to the perspectives of others. In practical terms, these are the very skills that teachers strive to develop for deeper learning and independent thought across the curriculum.

The review also underlines how P4C fosters an environment of democratic dialogue. Teachers are reminded that philosophical inquiry, when practiced authentically, is a fundamentally social process. The research demonstrates that students become more comfortable expressing divergent opinions when they feel free from judgement and labelling. Through respectful, dialogic engagement, children learn to appreciate the plurality of perspectives and, in doing so, begin to empathise with those whose experiences differ from their own. In a contemporary classroom, where diversity is the norm, these social and emotional gains are as vital as academic progress. The P4C approach also appears to support what the authors call the development of “civilised students.” Here, the research highlights a notable shift in classroom behaviour: students show increased patience, become more orderly and attentive, and grow in their capacity to disagree without descending into incivility. This aspect of the findings will resonate with any teacher seeking a more harmonious and productive classroom climate.

Moreover, the review points to the emergence of a “culture of thinking” in schools where P4C is implemented. This culture, shaped by routines of questioning, argument, and collaborative inquiry, extends beyond the P4C sessions themselves, influencing broader patterns of classroom talk and even affecting the ethos of the school as a whole. Crucially, P4C is found to contribute to the creation of a safe learning environment. Students report feeling intellectually secure, more willing to risk the expression of tentative or unconventional ideas, and less fearful of embarrassment or rebuke. For teachers, this suggests that philosophical dialogue, when facilitated with care, has the potential to transform not only the intellectual but also the emotional landscape of the classroom.

However, the review does not overlook the challenges faced by teachers and students in enacting this vision. One major obstacle is the status of P4C within the curriculum. Often treated as an optional or peripheral activity, it is rarely prioritised in timetabling or resourcing. Teachers report difficulties in carving out sufficient time for meaningful philosophical dialogue and frequently encounter pressures to focus on examinable content instead. Furthermore, the review reveals a widespread sense of under-preparedness among teachers, particularly with regard to facilitating open-ended discussion and managing diverse, and sometimes challenging, classroom dynamics. A lack of suitable resources or stimulating philosophical materials further compounds these difficulties.

For students, challenges also arise. The research points to issues such as limited interpersonal skills, which can hinder participation in group inquiry, and knowledge gaps—especially in vocabulary—which can make it difficult for some children to formulate and share their ideas. Some students, especially those who are more reticent, initially struggle to engage in the open, dialogic style encouraged by P4C.

The implications for practice are clear. If P4C is to fulfil its promise as a tool for holistic development, it must be integrated meaningfully into the curriculum, rather than left to the margins. Teachers require dedicated time and, equally, targeted professional development in the skills of philosophical facilitation. The creation and sharing of high-quality, culturally relevant resources is essential. Moreover, the authors’ findings suggest that fostering a community of practice among teachers—where strategies, challenges, and successes can be shared—may be as important as any formal intervention.

In conclusion, this systematic review affirms the rich potential of P4C to transform the classroom experience for both teachers and students. It offers evidence that philosophical dialogue can deepen thinking, cultivate respect, and nurture a genuinely inclusive classroom community. Yet it is also honest about the barriers faced by educators on the ground. For teachers reflecting on their own practice, the review provides both inspiration and a call to action: to advocate for the time and support needed, to embrace new modes of inquiry, and to work collectively in creating classrooms where every child’s voice is heard and valued.

Reference:
Wahab, M. K. A., Zulkifli, H., & Razak, K. A. (2022). Impact of Philosophy for Children and Its Challenges: A Systematic Review. Children, 9(11), 1671. https://doi.org/10.3390/children9111671