The writings of Simone Weil support a feminist philosophy of education that locates freedom in self-determined creative work within contexts of necessity. In particular, Weil’s discussion of Force, the Good, Work, Method and Time provide criteria for a feminist philosophy of education, in terms of educational ends and means. Philosophy for Children is relevant to each of these themes, in various ways.

The authors describe the organization of a review of research literature on the relationship between Philosophy for/with Children (P4/wC) and religious education/education for spirituality (RE-EfS). They summarize a debate about whether the two are mutually enhancing or incompatible. They explain delimiting the scope of the project and present a grid of research questions used to analyze the literature. They summarize findings on how P4/wC is relevant to five categories of aims of RE-EfS: hermeneutical, cultural, socio-political, moral/spiritual, and epistemological. Many papers (...) in the latter category promote P4/wC as a method for children’s epistemic agency in constructing their religious beliefs. Some respond to objections that children may reject traditional beliefs. Few address potential confusion and angst of children asked to question and defend their religious views. The authors conclude that the pragmatic thrust of P4/wC in resisting a dichotomy between religious and scientific thinking is a value to post-secular society. (shrink)