Using Books to Explore Philosophy in the Classroom

Philosophy for Children (P4C) has been widely recognised as an effective approach for nurturing critical thinking, curiosity, and ethical awareness in young learners. Recent research, such as the study by Ergin Erginer, Nevra Demirsoy, and Aysun Erginer (2024), has examined how illustrated children’s books—especially those with environmental themes—can serve as powerful resources for philosophical inquiry. Their findings show that thoughtfully selected children’s books contain rich opportunities for questioning, dialogue, and value exploration, encouraging children to engage deeply with complex topics such as identity, responsibility, our relationship with nature, and the balance between giving and taking. This research demonstrates that the use of “philosophical identity cards”—structured guides that highlight key themes, concepts, and questions in books—helps educators to design purposeful discussions and activities, making philosophy accessible and meaningful even for the youngest readers.

With this evidence in mind, the following essay offers a set of practical strategies, tips, and example activities for teachers who wish to use children’s literature as a springboard for philosophical exploration. The focus here is on enabling teachers to move beyond reading for comprehension, and instead foster a classroom culture where books become a starting point for questioning, reflection, and dialogue about the world and our place within it.

1. Select Books Rich in Philosophical Content

Start by choosing books that naturally raise philosophical questions or dilemmas. As the study suggests, books such as The Giving Tree, The Bear that Wasn’t, Be a Tree, and Carl and the Meaning of Life all feature characters who confront problems of identity, value, environmental responsibility, and human relationships with nature. Choose books that offer ambiguous situations, moral puzzles, or open-ended conclusions, as these provide fertile ground for philosophical discussion.

2. Prepare ‘Philosophical Identity Cards’ for Each Book

Before sharing a book with your class, create a simple “identity card” for the story. This should include:

• The main theme(s) (e.g., responsibility to the environment, the meaning of happiness, the concept of belonging).

• Key concepts and values that appear (e.g., generosity, empathy, sustainability, freedom, sacrifice).

• Central philosophical questions raised by the text (e.g., “What does it mean to belong?”, “Is it right to take from nature without giving back?”, “Do all living things have a purpose?”).

• Selected quotations or sentences from the book that might spark discussion.

These cards can help structure your session and provide prompts if conversation slows.

3. Encourage Open-Ended Dialogue After Reading

After reading the book aloud, invite children to share their thoughts and questions. Resist the urge to provide answers or steer the discussion towards a “right” response. Instead, model curiosity by asking open-ended questions (“What do you think?”, “Why do you believe that?”), and allow children to respond to one another, building a sense of community inquiry.

4. Use Think-Pair-Share and Circle Time Discussions

Give pupils time to think individually about a question raised by the story, then discuss their ideas with a partner before sharing with the wider group. Circle time can be an excellent way to ensure everyone’s voice is heard, and to model the respectful listening and turn-taking essential to philosophical dialogue.

5. Link Personal Experience to the Story

Encourage children to relate the issues in the book to their own experiences or to real-world situations. For example, after reading The Giving Tree, ask, “Have you ever given something important to someone? How did it feel? Is there a time when you felt you took too much?” Such connections make philosophical exploration concrete and relevant.

6. Use Drawing, Drama, or Creative Writing

Some children express their thinking more easily through drawing or acting out scenes. Invite them to create alternative endings, illustrate what “happiness” or “responsibility” looks like, or write a letter from the perspective of a character. These activities allow students to explore concepts at a deeper level and express their reasoning creatively.

7. Encourage Children to Generate Their Own Questions

Prompt children to come up with their own questions about the story. You might create a “question wall” in the classroom, where pupils post philosophical questions inspired by each book. Review and discuss these as a class, selecting a few each week for focused discussion.

8. Explore Contrasting Viewpoints

Many books lend themselves to exploring different perspectives. For instance, in The Bear that Wasn’t, discuss how the bear’s sense of identity is challenged by others. Ask, “Can someone else decide who you are? What makes you, you?” Exploring disagreements and differing viewpoints helps children practise reasoned argument and empathy.

9. Integrate Environmental Philosophy into Broader Curriculum Themes

Use environmentally themed books to link philosophy with science, geography, or PSHE (Personal, Social, Health and Economic education). For example, after reading Be a Tree, explore real-life examples of cooperation in nature, discuss the impact of deforestation, or design posters advocating for environmental care. This cross-curricular approach deepens understanding and connects philosophical thinking to practical action.

10. Reflect and Revisit Key Questions Over Time

Philosophical exploration is not a one-off event. Revisit key questions and themes as children encounter new books or issues in the world around them. Encourage them to notice how their views may change, and celebrate the process of thoughtful reconsideration as a sign of genuine philosophical growth.

By thoughtfully selecting books, preparing for inquiry, and designing activities that promote questioning and reflection, teachers can transform reading time into an intellectually vibrant space. Children’s books become more than just stories: they become the starting point for building the habits of mind that underpin lifelong learning, empathy, and responsible citizenship. As research such as Erginer et al. (2024) shows, this approach can help even the youngest learners engage with profound questions about their world, themselves, and their responsibilities to others—nurturing not only better readers, but also better thinkers and citizens.

Suggested Books for Philosophy in Primary Schools

Here is a list of twenty children’s books well-suited for exploring philosophical issues with primary-aged learners. Each entry includes a brief summary and highlights key philosophical themes for discussion, along with suggested age ranges.

1. The Giving Tree by Shel Silverstein
A boy’s relationship with a selfless tree evolves over the years as the tree gives everything to make him happy.
Philosophical themes: generosity, selfishness, happiness, environmental ethics, sacrifice.
(Age 6–10)

2. The Bear That Wasn’t by Frank Tashlin
A bear wakes up from hibernation to find a factory built over his home, and everyone insists he is not a bear.
Philosophical themes: identity, conformity, nature vs. society, what makes us who we are.
(Age 6–10)

3. Frederick by Leo Lionni
Frederick the mouse gathers colours and stories for winter, while others gather food. When food runs out, Frederick’s words feed the group’s spirits.
Philosophical themes: the value of art, work, creativity, what counts as “useful.”
(Age 5–8)

4. The Velveteen Rabbit by Margery Williams
A stuffed rabbit longs to become “real” through the love of a child.
Philosophical themes: reality, love, existence, what makes something real.
(Age 7–10)

5. Frog and Toad Are Friends by Arnold Lobel
A series of gentle stories about the friendship between Frog and Toad.
Philosophical themes: friendship, trust, empathy, what it means to be a friend.
(Age 5–9)

6. Not a Box by Antoinette Portis
A rabbit uses a box for imaginative adventures, insisting it’s “not a box.”
Philosophical themes: imagination, reality vs. perception, creativity, the meaning of objects.
(Age 4–7)

7. The Tale of Despereaux by Kate DiCamillo
A brave little mouse sets out on a quest for love and acceptance in a hostile world.
Philosophical themes: courage, difference, morality, forgiveness.
(Age 8–11)

8. The Paper Bag Princess by Robert Munsch
A princess outsmarts a dragon and challenges traditional fairy-tale gender roles.
Philosophical themes: gender, bravery, stereotypes, self-worth, independence.
(Age 5–9)

9. The Invisible Boy by Trudy Ludwig
A boy feels invisible at school until a new child arrives and changes things.
Philosophical themes: inclusion, loneliness, kindness, friendship, empathy.
(Age 6–10)

10. The Little Prince by Antoine de Saint-Exupéry
A young prince travels from planet to planet, meeting unusual characters and reflecting on life.
Philosophical themes: meaning of life, love, adulthood vs. childhood, loneliness, friendship.
(Age 8–12)

11. Be a Tree! by Maria Gianferrari
Celebrates the connections between trees and people, both in nature and in communities.
Philosophical themes: interconnectedness, community, environmental ethics, cooperation.
(Age 5–9)

12. Carl and the Meaning of Life by Deborah Freedman
Carl the earthworm seeks to understand his purpose in the ecosystem.
Philosophical themes: purpose, meaning, interconnectedness, environmental responsibility.
(Age 5–9)

13. What Do You Do With a Problem? by Kobi Yamada
A child faces a problem and learns to approach it with curiosity and courage.
Philosophical themes: resilience, fear, problem-solving, perspective.
(Age 6–10)

14. The Dark by Lemony Snicket
A boy learns to befriend and understand the dark.
Philosophical themes: fear, courage, perception, confronting the unknown.
(Age 5–8)

15. Last Stop on Market Street by Matt de la Peña
A boy and his grandmother ride a city bus, observing and reflecting on the world around them.
Philosophical themes: beauty, gratitude, social justice, perspective, fairness.
(Age 6–9)

16. I Am Human: A Book of Empathy by Susan Verde
A celebration of the human experience and the importance of empathy and connection.
Philosophical themes: empathy, humanity, kindness, self-reflection.
(Age 5–8)

17. The Rabbit Listened by Cori Doerrfeld
A child is comforted by a rabbit who listens quietly after the child’s blocks are knocked down.
Philosophical themes: grief, coping, listening, emotional intelligence.
(Age 4–7)

18. The Arrival by Shaun Tan
A wordless graphic novel depicting the immigrant experience through stunning, surreal illustrations.
Philosophical themes: identity, belonging, alienation, migration, hope.
(Age 8–12)

19. The Three Questions by Jon J. Muth (based on a Tolstoy story)
A boy seeks answers to three questions about how to live a good life.
Philosophical themes: ethics, meaning, mindfulness, compassion, living in the present.
(Age 6–10)

20. The Cat in the Hat by Dr. Seuss
Two children face chaos when a mischievous cat visits while their mother is out.
Philosophical themes: responsibility, rules, freedom, consequences, order vs. chaos.
(Age 5–8)

Suggested Books for Philosophy in Secondary Schools

Certainly! Here are twenty books well-suited for philosophical exploration with secondary school students (ages 12–16). Each entry includes a brief summary and highlights philosophical themes for classroom discussion.

1. Animal Farm by George Orwell
A group of farm animals overthrow their human farmer, seeking equality but slowly replicating the oppression they escaped.
Philosophical themes: power, corruption, justice, freedom, the nature of revolution, utopia.
(Age 13–16)

2. The Giver by Lois Lowry
In a seemingly perfect society without pain or conflict, a boy is chosen to inherit memories of the world’s true joys and sorrows.
Philosophical themes: individuality, memory, freedom, conformity, moral choice, the value of suffering.
(Age 12–15)

3. Brave New World by Aldous Huxley
A dystopian future where pleasure, stability, and control are achieved at the cost of individuality and meaning.
Philosophical themes: happiness vs. freedom, technology, dehumanisation, identity, society and control.
(Age 15–16)

4. The Book Thief by Markus Zusak
Set in Nazi Germany, this novel follows a girl who steals books and shares them, narrated by Death itself.
Philosophical themes: mortality, the power of words, evil, compassion, fate, resistance.
(Age 13–16)

5. To Kill a Mockingbird by Harper Lee
A child in the Deep South learns about racial injustice, empathy, and courage through her lawyer father’s defence of a black man.
Philosophical themes: justice, prejudice, morality, empathy, growing up.
(Age 12–16)

6. Lord of the Flies by William Golding
Boys stranded on an island form their own society, which quickly descends into savagery.
Philosophical themes: human nature, civilisation vs. savagery, morality, power, order and chaos.
(Age 13–16)

7. Never Let Me Go by Kazuo Ishiguro
Students at a mysterious boarding school discover their purpose is organ donation.
Philosophical themes: mortality, free will, the meaning of life, the ethics of science.
(Age 15–16)

8. The Outsiders by S.E. Hinton
Teen gangs struggle with class and identity, confronting loyalty, violence, and the search for belonging.
Philosophical themes: identity, belonging, violence, social class, morality.
(Age 12–15)

9. 1984 by George Orwell
A totalitarian regime manipulates reality and identity through surveillance, censorship, and psychological control.
Philosophical themes: truth, freedom, language, identity, resistance, power.
(Age 15–16)

10. The Curious Incident of the Dog in the Night-Time by Mark Haddon
A boy with autism investigates a mystery and discovers truths about his family and himself.
Philosophical themes: truth, difference, communication, trust, perception vs. reality.
(Age 13–16)

11. The Absolutely True Diary of a Part-Time Indian by Sherman Alexie
A Native American teen navigates two worlds: life on the reservation and at an all-white school.
Philosophical themes: identity, cultural conflict, resilience, belonging, inequality.
(Age 13–16)

12. Fahrenheit 451 by Ray Bradbury
In a world where books are banned, a fireman tasked with burning them questions his purpose and society’s values.
Philosophical themes: censorship, conformity, freedom of thought, knowledge, rebellion.
(Age 14–16)

13. The Perks of Being a Wallflower by Stephen Chbosky
A sensitive teen records his thoughts on friendship, trauma, and finding his place in the world.
Philosophical themes: identity, trauma, mental health, the meaning of happiness, growing up.
(Age 14–16)

14. Ender’s Game by Orson Scott Card
A gifted boy is trained through simulated warfare to save humanity, raising ethical questions about manipulation and violence.
Philosophical themes: ethics of war, manipulation, innocence, leadership, ends vs. means.
(Age 13–16)

15. The Hate U Give by Angie Thomas
A black teenager witnesses a police shooting and must decide how to speak out against injustice.
Philosophical themes: justice, race, voice, activism, truth.
(Age 14–16)

16. Life of Pi by Yann Martel
A boy survives at sea with a Bengal tiger, questioning the nature of truth, faith, and survival.
Philosophical themes: belief, truth vs. fiction, survival, the meaning of life, religion.
(Age 13–16)

17. A Monster Calls by Patrick Ness
A boy coping with his mother’s terminal illness is visited by a monster who helps him confront difficult truths.
Philosophical themes: grief, truth, courage, morality, facing fears.
(Age 12–15)

18. Looking for Alaska by John Green
A teen at boarding school searches for meaning after the tragic loss of a friend.
Philosophical themes: mortality, love, suffering, forgiveness, the search for meaning.
(Age 14–16)

19. Wonder by R.J. Palacio
A boy with a facial difference starts mainstream school, facing kindness and cruelty.
Philosophical themes: empathy, prejudice, acceptance, identity, what it means to be “normal.”
(Age 12–15)

20. The Arrival by Shaun Tan
A wordless graphic novel depicting an immigrant’s journey in a surreal new land.
Philosophical themes: alienation, belonging, migration, hope, identity.
(Age 12–16)

These books offer a rich platform for exploring ethical dilemmas, identity, justice, and life’s deeper questions, supporting meaningful classroom dialogue for young people navigating adolescence and the wider world.

Why Are Books Great For Exploring Philosophy in The Classroom?

Books have long served as doorways to new worlds, offering readers a chance to step into unfamiliar perspectives, grapple with complex issues, and reflect upon the human condition. When used thoughtfully in the classroom, books become much more than a means of teaching literacy or providing information—they become a powerful vehicle for philosophical inquiry and growth. The integration of books into philosophical exploration brings a host of educational benefits that reach far beyond the development of reading skills, nurturing not only intellectual curiosity but also emotional intelligence, ethical reasoning, and a sense of connection with others.

First and foremost, literature naturally invites questioning. Many classic and contemporary children’s and young adult books are woven with dilemmas, ambiguities, and conflicts that resist easy answers. Whether it is the unwavering generosity of The Giving Tree, the ethical ambiguity of Animal Farm, or the existential wonderings of The Little Prince, stories prompt students to ask, “Why did the character make that choice?”, “Was it right or wrong?”, or even, “What would I have done?” In this way, books create a safe and compelling context for philosophical dialogue, as students are not asked to disclose personal beliefs immediately, but can discuss and debate within the narrative. This space for “thinking with stories” encourages children and adolescents to consider multiple perspectives, weigh evidence, and construct reasoned arguments—fundamental habits for both philosophy and citizenship.

Books also make philosophical concepts accessible. Abstract ideas such as justice, freedom, identity, and happiness can be elusive for young minds if discussed in the abstract, but when these ideas are embodied in a story, they become tangible and real. For example, reading To Kill a Mockingbird allows students to witness the consequences of prejudice and the meaning of moral courage; The Bear That Wasn’t introduces questions of personal identity and conformity; The Giver offers a way to consider the value and costs of a utopian society. Through literature, students can “try out” different viewpoints and explore moral and metaphysical questions in ways that feel concrete and immediate.

Another benefit of using books for philosophical exploration is the way stories foster empathy and self-reflection. As students identify with characters from different backgrounds, cultures, or historical moments, they are invited to look beyond themselves. Books such as Wonder or The Arrival cultivate an understanding of difference, belonging, and kindness, helping students to connect emotionally with the experiences of others. Discussing these experiences in a philosophical context allows students to articulate their own values, confront their prejudices, and develop a richer, more compassionate worldview.

In addition, philosophical discussions based on books help students develop critical thinking and dialogue skills. Engaging with literature through philosophical questions trains students to analyse, synthesise, and evaluate information, rather than simply accepting what they read. They learn to give reasons for their opinions, listen to others, question assumptions, and change their minds when warranted. This dialogic approach, central to Philosophy for Children (P4C) and similar pedagogies, helps create a classroom culture where inquiry, respect, and openness are valued—skills that are essential for lifelong learning and democratic participation.

Furthermore, using books as a basis for philosophical exploration aligns naturally with other curriculum goals. It enriches literacy instruction by deepening comprehension and engagement, as students move beyond plot to grapple with theme and meaning. It supports personal, social, and emotional education by encouraging reflection on values, relationships, and choices. It even connects with science and environmental education when stories such as Carl and the Meaning of Life or Be a Tree are used to provoke questions about our responsibilities to the planet and other living beings.

Finally, books offer a flexible and inclusive way to explore philosophy with learners of all abilities and backgrounds. Whether students are discussing a picture book in early primary school or a complex novel in secondary school, literature provides entry points for every level of reader and thinker. The universality of story enables students to bring their own experiences and interpretations to the discussion, making philosophy in the classroom a living, shared endeavour rather than an academic exercise reserved for the few.

Books are an invaluable tool for exploring philosophical ideas in the classroom. They ground abstract concepts in relatable contexts, encourage questioning and dialogue, foster empathy, and support a wide range of curriculum aims. Most importantly, they invite students to see themselves as thinkers—capable of wondering, questioning, and contributing to the ongoing conversation about what it means to be human. In a world that often rushes towards easy answers, creating space for thoughtful, story-based inquiry is a gift that will serve students both in and beyond the classroom.