Educators and Parents
Children are natural philosophers.
From the time they can speak, children ask questions that touch on life’s deepest puzzles: Why do people have to die? How do we know what’s real? Is it fair if one person gets more than another? Too often, adults brush these questions aside as “cute” or assume children aren’t ready for them. But children are natural philosophers. Their questions show a real desire to understand the world, test their ideas, and make sense of right and wrong. When adults slow down and take those questions seriously, they help children build the habits of curiosity, reflection, and dialogue that shape thoughtful learners for life.
Philosophy, Made Practical
Have you ever wondered whether children’s books could be used to explore big ideas—about fairness, courage, friendship, truth, or what it means to live well? Philosophy for Children (P4C) begins with a simple insight: children are already asking philosophical questions. Stories give those questions a shared starting point. The Teaching Children Philosophy library brings the two together by offering free, classroom-ready discussion guides that help educators and families turn everyday reading into meaningful conversation. Each guide is built around a carefully selected children’s book and includes a short overview of the philosophical themes the story raises, open-ended discussion questions designed to invite dialogue rather than “right answers,” and practical guidance for leading thoughtful conversations with children. You don’t need to be a philosopher to use these materials. What matters most is curiosity, patience, and a willingness to take children’s ideas seriously.
Why Philosophy for Children?
Philosophy for Children (P4C) takes a distinctive approach to discussing big ideas with young people. It recognizes children as serious inquirers and offers them a structured way to explore their wonderings together through shared stories and dialogue. Rather than supplying answers, P4C creates space for children to ask questions, give reasons, listen carefully, and build understanding collectively.
Ultimately, we should teach children philosophy because it validates their questions, nurtures their voices, and helps them see themselves as capable of tackling life’s big ideas. The goal is not to turn children into professional philosophers, but to support them in becoming thoughtful, curious, and caring human beings. In a world that urgently needs citizens who can think critically, reason together, and treat one another with respect, philosophy with children is not an “extra”—it is essential.
A growing body of philosophical and educational research supports this approach. Studies and long-standing classroom practice show:
Creative Venues for Inquiry
Philosophy for Children (P4C) isn’t confined to philosophy classrooms—or even to classrooms at all. Because it begins with simple stories and children’s natural questions, it can take root in many of the places where young people already gather to learn, imagine, and share ideas. Across these settings, the goals remain consistent: to create communities where children’s questions are taken seriously, their reasoning is respected, and inquiry becomes a shared adventure. Each venue offers its own strengths for fostering thoughtful dialogue and collaborative inquiry, and P4C thrives wherever children are encouraged to wonder together—whether in a classroom, a library, a museum, or simply at the kitchen table:
Getting Started
For the Classroom
The easiest way to begin is with a single book and a single discussion. Start by browsing the Teaching Children Philosophy library, where you’ll find hundreds of guides organized by theme, age range, and topic. Each guide is designed for a 30–45 minute session and can be adapted for different classroom contexts.
A typical Philosophy for Children session begins with a shared story, read aloud with care and attention to illustrations, emotions, and moments of tension. After the reading, students are invited to share the questions the story sparked for them—what puzzled them, surprised them, or made them wonder. The group then chooses one question to explore together through dialogue, with the facilitator encouraging students to give reasons for their ideas, listen carefully to one another, and respond respectfully to different perspectives. Sessions usually conclude with a brief reflection on what the group discovered or how their thinking changed. Many educators incorporate philosophy into literacy blocks, social-emotional learning, or ethics-focused units, while others use it as a weekly practice to build discussion norms and a thoughtful classroom culture over time.
Starting at Home
Philosophy with children often begins at home—usually with a question that stops you in your tracks. “Was I brave if I was still scared?” “Could the world be a dream?” “Is it fair if everyone doesn’t get the same thing?”
You don’t need to have answers ready. Philosophy for Children invites you to explore these questions with your child rather than answering them for them.
Choose a story you already love, or browse the library for one that fits your child’s interests. Read together, then ask what your child thinks. Follow their lead. Ask why. Share your own uncertainty. These conversations strengthen trust, curiosity, and connection—and they often surprise adults with the depth of children’s thinking.
Our Pedagogical Approach
Philosophical discussions work best when expectations are clear. Whether in classrooms or at home, shared norms help create a space where everyone feels heard and respected. These norms are not just rules—they are the foundation of a Community of Philosophical Inquiry. Common norms include:
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We listen when others are speaking.
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We give reasons for our ideas.
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We are respectful, even when we disagree.
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Disagreement is welcome when it helps us think more carefully.
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We have fun thinking together.
Facilitator Resources
Philosophy for Children: A Pedagogical Introduction →
Philosophy for Children: Bibliography in Brief →