Abstract
The article is a more detailed consideration of the
problems that were outlined in the first part of this
study, “The Application of the Proprioception of
Thinking in Doing Philosophy with Children” (Socium
and Power, 2019, no. 4). This time, the author pays
attention to the characterization of thinking as
a process in the practice of philosophizing with
children, justifying the effectiveness of this practice,
which forms the awareness of actions and develops
emotional intelligence. The author contrasts static
abstract thinking with the dynamics of a tacit
concrete process of thought. Philosophizing with
children in a dialogue form completely engages in
the thought process, focuses on the very thinking,
which is constantly developing taking into account
different points of view, is complicated and deepens
the understanding on an emotional level.