Cultivating Thinking Skills: How Philosophy for Children Transforms the Classroom

Philosophy for Children (P4C) stands as a transformative educational movement that brings the deepest questions of human life into the classroom, nurturing the innate curiosity and reflective capacities of young learners. In his article, “Philosophy for Children and Thinking Skills,” Sultan Akdemir (2024) provides a comprehensive exploration of the theoretical roots, practical aims, and classroom realities of P4C, offering educators a compelling argument for why and how to place philosophical inquiry at the heart of education. For teachers seeking to develop critical, creative, and caring thinkers, Akdemir’s insights are invaluable.

Theoretical Foundations and Historical Perspective

Philosophy for Children is not a modern invention but the latest chapter in a long history of educational thought. Philosophers from Socrates and Plato through Dewey, Vygotsky, and Bruner have recognised the centrality of thinking to human flourishing and education. Dewey’s concept of reflective thought—where we question the causes and consequences of our beliefs—offers a framework that underpins P4C’s approach to classroom questioning and dialogue. Importantly, Dewey and others argued that education is not merely about acquiring information, but about learning to think, reason, and make meaning.

Akdemir also acknowledges the contributions of theorists like Vygotsky, who emphasised the role of language and social interaction in cognitive development, and Bruner, who pointed to the shaping influence of culture on thought. These perspectives highlight that thinking does not develop in isolation, but in community, through dialogue and shared inquiry. Philosophy for Children, as advanced by Matthew Lipman and others, builds on this, suggesting that structured philosophical dialogue allows children to develop the habits of mind necessary for both academic success and engaged citizenship.

The Nature and Value of Philosophical Thinking in Childhood

A central claim of Akdemir’s article is that children are naturally equipped for philosophical inquiry. The early years are a time when curiosity is at its height, when children spontaneously ask profound questions about life, fairness, existence, and identity. Too often, traditional schooling sidelines this curiosity in favour of rote learning or narrow academic goals. P4C, by contrast, seeks to create spaces where children can explore the “why” and “how” of their experiences, supporting their transition from concrete to more abstract forms of thought.

Philosophical thinking, as defined here, is not only about argument and debate. It encompasses a broader process of sense-making—exploring, questioning, reflecting, and building connections. Lipman’s concept of “reasoning” as effective thinking, and Worley’s notion of “hypothetical thinking,” both emphasise the value of imagining possibilities, considering consequences, and entertaining alternative perspectives. Through regular philosophical dialogue, children form habits of thought that stay with them throughout life.

Core Aims and Processes of Philosophy for Children

According to Akdemir, the primary aims of Philosophy for Children include developing reasoning abilities, recognising part-whole and cause-effect relationships, and nurturing the child’s capacity to make meaning of their experiences. These aims are not pursued through didactic teaching, but through guided participation in a “community of inquiry.” In such a community, children learn to justify their beliefs, challenge their own assumptions, and listen carefully to the perspectives of others.

The structure of a P4C session typically involves a stimulus—such as a story, object, or picture—that provokes curiosity and questioning. Children are encouraged to reflect on the stimulus, generate questions, select one for deeper exploration, and then engage in sustained discussion. The teacher plays a crucial role as facilitator, helping to maintain focus, encourage participation, and summarise or visually represent key ideas.

This process is grounded in democratic values. The dialogue is open-ended, with no predetermined answers; instead, the emphasis is on reasoning, respectful disagreement, and collective meaning-making. Such practices not only enhance cognitive skills but also foster social and emotional growth, as children learn to empathise, negotiate, and collaborate.

Thinking Skills Development: Beyond Memory and Routine

One of the enduring misconceptions about young children is that they are limited to sensory or motor thinking, with higher-order cognitive skills only emerging in adolescence. Akdemir’s synthesis of research challenges this view, showing that even young children are capable of deep reflection, logical reasoning, and conceptual understanding. In fact, P4C is based on the premise that critical and creative thinking skills—such as analysis, evaluation, hypothesis-making, and problem-solving—can and should be developed from an early age.

Philosophical inquiry is uniquely suited to this, as it prompts children to process information, ask and refine questions, reason through problems, and generate original ideas. Fisher (2001) identifies information processing, inquiry skills, reasoning, creative thinking, and evaluation as key outcomes of P4C. Lipman adds skills such as judgement, concept formation, and questioning, while also noting the importance of “caring thinking”—an approach that integrates sensitivity to values, emotions, and context.

Ethics, Values, and Caring Thinking

Beyond cognitive skills, P4C also plays an important role in values education. Many philosophical enquiries naturally touch on ethical dilemmas—questions about fairness, kindness, responsibility, or the nature of good and evil. According to Lipman, “caring thinking” is the capacity to appreciate the value-laden, emotional, and contextual aspects of experience, and to bring these to bear in moral reasoning.

In practice, this means helping children to see the world from others’ perspectives, to recognise complexity, and to make thoughtful, compassionate decisions. Discussing ethical issues in a safe, respectful environment allows children to clarify their own values, learn to justify their choices, and adapt their thinking in response to new evidence or arguments. In this sense, P4C is not just about “thinking better,” but about “thinking well” in the fullest, most humane sense.

The Teacher’s Role and Classroom Challenges

Akdemir devotes significant attention to the role of the teacher in P4C. The teacher is more than a discussion leader; they are a model of inquiry, an impartial facilitator, and a reflective practitioner. Effective P4C teaching involves creating a safe, inclusive environment, selecting stimulating materials, asking open-ended questions, and supporting every child’s participation. It also requires a sensitivity to group dynamics, an awareness of the developmental levels and interests of students, and a commitment to continual self-reflection.

However, Akdemir’s review of recent research points to several common challenges. Teachers may struggle to keep discussions deep and impartial, may lack experience in philosophical questioning, or may have difficulty managing large, crowded classes. Students themselves may be egocentric, have underdeveloped listening skills, or struggle with abstract concepts. Systemic issues—such as lack of curriculum time, insufficient training, or unsuitable classroom layouts—can also hinder implementation.

To address these challenges, Akdemir suggests the integration of P4C into formal curricula, ongoing professional development for teachers, and the adaptation of classroom spaces and schedules to better support dialogue. The nine-step process for philosophical enquiry outlined by Haynes (2008)—from establishing rules and sharing a stimulus to summarising the discussion—offers a clear practical structure for teachers new to P4C.

Benefits for Children, Teachers, and Schools

The benefits of Philosophy for Children are wide-ranging. For children, P4C fosters the development of high-order thinking skills, increases confidence in expressing ideas, and enhances the ability to listen, reason, and reflect. It also encourages moral growth, empathy, and a lifelong love of questioning.

For teachers, engaging in philosophical dialogue with children opens new avenues of discovery and understanding, not only about their students but also about the world. It deepens the teacher-student relationship, making learning a genuinely collaborative process. For schools and communities, P4C supports the creation of more democratic, reflective, and caring cultures—qualities that are increasingly vital in an unpredictable, fast-changing world.

Towards a Reflective and Democratic Education

In summary, Philosophy for Children, as described by Sultan Akdemir, offers a robust framework for developing the intellectual, ethical, and social capacities of young learners. By valuing questioning over rote answers, dialogue over didactic instruction, and community over isolation, P4C positions children as capable, curious, and thoughtful participants in their own learning. Teachers who embrace P4C are not simply teaching students to think; they are inviting them to join a centuries-old conversation about meaning, value, and truth. In doing so, they help to prepare children for a life of inquiry, responsibility, and reflective citizenship—outcomes that lie at the very heart of education’s highest aims.

References:
Akdemir, S. (2024). Philosophy for Children and Thinking Skills. Current Studies in Educational Disciplines, ISRES. Retrieved from https://www.isres.org