The Therapeutic Value of Philosophy for Children in Schools

Bringing philosophy into the classroom has the potential to yield significant psychological and emotional benefits for students, far beyond the familiar territory of academic achievement. While the primary goal of school has traditionally been the transmission of knowledge, the inclusion of philosophical inquiry transforms the classroom into a space where children not only learn but also develop as thoughtful, emotionally resilient individuals. By making space for philosophical dialogue and reflection, educators can help students navigate the complexities of their inner lives and social worlds, encouraging them to become more self-aware, empathetic, and capable of handling life's challenges.

One of the most profound psychological benefits of classroom philosophy is its support for the development of autonomy and self-understanding. When students are invited to ask deep questions about meaning, value, identity, and purpose, they are encouraged to reflect critically on their own beliefs and assumptions. This process of reflection helps students to recognise and articulate their own thoughts, rather than simply adopting the opinions of others or repeating information uncritically. The result is an increased sense of agency—a feeling that one’s thoughts and decisions matter, which is foundational to self-esteem and emotional well-being. Philosophy encourages children to see themselves as capable of making sense of their experiences, which in turn promotes confidence and a sense of ownership over their learning and life choices.

Philosophical dialogue also fosters emotional resilience by providing a safe space for the exploration of difficult or unsettling questions. Topics such as fairness, loss, justice, and what it means to live a good life can stir strong feelings. Engaging with these subjects in a supportive, open environment helps children to articulate and process their emotions, rather than suppressing them or feeling overwhelmed. Through structured discussion, students learn that it is normal to have doubts, to experience conflicting emotions, and to question widely held beliefs. This acceptance of uncertainty and complexity can reduce anxiety, helping students to approach problems with curiosity rather than fear.

Moreover, philosophy in the classroom enhances empathy and social connection. In philosophical enquiry, students are required to listen carefully to the views of others, consider different perspectives, and engage in respectful disagreement. These skills are at the heart of emotional intelligence and are essential for healthy relationships. As children learn to understand and appreciate the reasons behind others' beliefs, they become more adept at recognising common ground as well as difference, developing tolerance and compassion in the process. The act of building meaning together in a community of enquiry can foster a strong sense of belonging and mutual respect.

In addition, philosophy can act as a therapeutic counterbalance to the pressures of modern schooling, which often emphasise measurable outcomes at the expense of emotional development. The opportunity to slow down and contemplate life’s bigger questions can be both comforting and inspiring for students who may otherwise feel caught in a relentless cycle of tests and assessments. Philosophy offers them a rare opportunity to step back, reflect, and make sense of the world and their place within it. This reflective space can be particularly valuable during times of transition, uncertainty, or difficulty, giving students tools for self-care and perspective that endure long after they leave the classroom.

Debates about the value of Philosophy for Children (P4C) often highlight its capacity to enhance social and emotional skills. However, some critics argue that this therapeutic orientation treats children as fragile and dependent, reinforcing a culture of vulnerability rather than resilience. In response, Marjan Šimenc’s (2014) research offers a nuanced defence of P4C, situating it within both contemporary educational debates and the philosophical tradition—particularly the tradition of philosophy as therapy, most notably articulated by Ludwig Wittgenstein.

To understand the “therapeutic value” of P4C, it is necessary to address the common criticism that it is part of a wider “culture of therapy” in modern education. Sociologists such as Frank Furedi have argued that schools today increasingly focus on emotional wellbeing at the expense of intellectual autonomy and critical thinking, which, they claim, can create a self-fulfilling prophecy in which children are seen and come to see themselves as vulnerable and in need of constant support. P4C has sometimes been implicated in this critique, with claims that its methods are less about philosophy and more about managing feelings, teaching empathy, and “training” children in emotional literacy.

Yet as Šimenc shows, such criticisms often misunderstand both the tradition of philosophy and the aims of P4C. Firstly, there is a long history of philosophy serving a therapeutic role, stretching back to the ancient Greeks. Philosophers such as Socrates and, in the modern era, Wittgenstein, have viewed philosophy as a practice intimately tied to personal transformation and liberation from confusion, dogmatism, and unexamined assumptions. Pierre Hadot’s influential work has highlighted how ancient philosophy was not just an academic discipline, but a way of life—one that aimed to heal the soul and cultivate virtue. In this sense, the “therapy” of philosophy is not about fostering dependency but encouraging autonomy, reflection, and self-examination.

Matthew Lipman, the founder of P4C, was motivated by a desire to remedy what he saw as a lack of independent thinking among his university students. He believed that children are capable of genuine philosophical inquiry and that developing habits of questioning, reasoning, and critical reflection from an early age is a kind of therapy—not for weakness, but for intellectual and personal empowerment. In this respect, P4C aims not to produce dependence, but to foster independent thinkers who can critically engage with their beliefs, values, and the world around them.

Šimenc also points to Wittgenstein’s idea of philosophy as a form of therapy. For Wittgenstein, the work of philosophy is often to untangle confusions produced by language and inherited ideas—to “free us from false pictures” that distort our understanding of ourselves and the world. Philosophical dialogue, in this view, is not about imposing solutions, but about dissolving problems and clarifying what is at stake. This process is inherently therapeutic because it liberates individuals from conceptual entanglements that can cause confusion or anxiety.

In practical terms, the therapeutic value of P4C lies in its approach to dialogue. By engaging children in philosophical conversation—where questions are valued, disagreement is permitted, and reflection is encouraged—P4C helps children develop resilience, autonomy, and the capacity for critical thought. It offers a space where children can express themselves, listen to others, and confront both philosophical puzzles and real-life issues in a thoughtful and supportive environment. Far from infantilising children, this process treats them as capable of meaningful inquiry, encouraging both intellectual growth and emotional maturity.

Furthermore, Wittgenstein’s philosophical therapy is not simply about solving personal problems, but about changing our perspective and our relationship with the world. P4C, when practised reflectively, can help children and adults alike question cultural assumptions—including the assumption that children are fundamentally vulnerable or incapable of philosophical thought. Instead, it provides a model for education that is both intellectually and existentially liberating.

The therapeutic dimension of P4C should not be dismissed as mere emotional management. Rather, it is a continuation of philosophy’s longstanding role in fostering autonomy, resilience, and thoughtful engagement with life’s questions. By drawing on both ancient and modern philosophical traditions, P4C provides children with the tools to reflect, question, and ultimately flourish—not by sheltering them from difficulty, but by equipping them to face it with clarity and confidence.

Refereces

Šimenc, Marjan. "Philosophy for children and philosophy as therapy." Metodički Ogledi 21.2 (2014): 13-33.