Integrating Philosophy for Children into Education
Today, many adults and children struggle to use their thinking skills effectively, experiencing difficulties in making connections between ideas, drawing accurate inferences, and approaching situations from different perspectives. This study aims to examine the role of Philosophy for Children (P4C) in developing multidimensional thinking skills and to discuss the importance of integrating philosophy into education. The article focuses on the Philosophy for Children program developed by Matthew Lipman and Ann Sharp and analyzes the model of the community of philosophical inquiry as an educational approach that encourages students to actively participate in philosophical dialogue. This study adopts a qualitative approach based on conceptual analysis and a review of the relevant literature on Philosophy for Children. The analysis suggests that integrating philosophical inquiry into education contributes to the development of students’ critical, creative and caring thinking skills, while also supporting the formation of ethical character and the cultivation of tolerant, collaborative and democratic societies.
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