• Effectively facilitate a community of inquiry, nurturing open dialogue and critical thinking among participants;
• Adapt philosophical content for different age groups, ensuring accessibility and engagement across diverse developmental stages;
• Integrate Philosophical Inquiry into Curriculum Design, enriching learning experiences with philosophical exploration and reflection;
• Employ a range of assessment methods to evaluate students’ grasp of philosophical concepts and their capacity for critical reflection;
• Provide structured support and guidance to foster deep philosophical inquiry and meaningful dialogue among students;
• Advocate for an inclusive curriculum that challenges the dominance of Eurocentrism in philosophy education.

• Evaluate critically the foundations of philosophy, including metaphysics, epistemology, ethics, and aesthetics;
• Describe the concept of Philosophy for Children (P4C) to emphasizes philosophical inquiry and dialogue in educational settings;
• Appreciate and review critical thinking and reasoning, including deductive and inductive reasoning, argument analysis, and logical fallacies;
• Critically review major ethical theory and applied ethics to include consequentialism, deontology, virtue ethics, and feminist ethics;
• Analyse the contemporary issues and debates to understand the nature of consciousness, the problem of free will, the ethics of artificial intelligence, and the meaning of life;
• Challenge the assumption that Western philosophy is the universal standard.

• Apply critical thinking strategies to assess the validity of claims in real-world situations;
• Use strategies to help children analyse arguments, identify assumptions, and evaluate evidence;
• Explore innovative approaches to problem-solving, fostering creativity and lateral thinking skills;
• Engage in philosophical inquiry, dialogue, and reflection in educational contexts through practical applications and reflections;
• Integrate African, Indigenous, and Eastern philosophies in classroom discussions.

This module will be assessed through: Case study.

Core Reading List

1. Gregory, Maughn & Laverty, Megan (eds.) (2021). Gareth B. Matthews, The Child’s Philosopher. London, New York: Routledge.
2. Lipman, M. (1991). Thinking in education. Cambridge University Press.
3. Tibaldeo, R. F. (2023) Matthew Lipman and Ann Margaret Sharp: Philosophy for Children’s Educational Revolution (SpringerBriefs on Key Thinkers in Education). Springer Press.

Supplementary Reading List

1. Kennedy, D. (1999). Philosophy for children and the reconstruction of philosophy. Metaphilosophy, 30(4), 338-359.
2. Lipman, M. (1976). Philosophy for children. Metaphilosophy, 7(1), 17-39.
3. PLATO: Philosophy Learning and Teaching Organisation. https://www.plato-philosophy.org/
4. Trickey, S., & Topping*, K. J. (2004). ‘Philosophy for children’: A systematic review. Research papers in Education, 19(3), 365-380.
5. Vansieleghem, N., & Kennedy, D. (2011). What is philosophy for children, what is philosophy with children—after Matthew Lipman?. Journal of Philosophy of Education, 45(2), 171-182.