Philosophy as a way of life for children: towards a transformative educational ethos

Abstract This article argues that philosophy, when approached as a lived, dialogical, and inclusive practice, can and should be a way of life for children. Drawing on the Philosophy for Children (P4C) movement, the article challenges assumptions that philosophical enquiry is too abstract or advanced for young learners. It explores how diverse philosophical traditions, including Dewey’s pragmatism, Buber’s dialogical ethics, Kant’s constructivist epistemology, Wittgenstein’s language games, and Heidegger’s existential questioning, affirm children’s capacity for philosophical engagement. The article further draws on developmental psychology and pragmatist ethics to show how children think critically, reason ethically, and contribute meaningfully to philosophical dialogue. By foregrounding children as capable thinkers, the article reimagines education as a transformative ethos rooted in enquiry, reflection, and shared meaning-making. P4C is presented not simply as a pedagogy, but as a democratic, humanistic practice that affirms children’s full participation in intellectual and moral life.