Abstract
This article develops a theoretical framework for understanding the applicability
and relevance of Philosophy with Children in and out of schools as a platform
for self-determined learning in light of the developments of the past 40 years.
Based on the philosophical writings of Matthew Lipman, the father of Philosophy
for Children, and in particular his ideas regarding the search for meaning, it frames
Philosophy with Children in six dimensions that contrast with classic classroom disciplinary
learning, advocating a “pedagogy of searching” to replace the “pedagogy
of fear” that dominates traditional learning systems.