The article explores the origins, development, and contemporary significance of the Philosophy for Children (P4C) movement as a form of practical philosophy. Starting from Matthew Lipman’s pioneering work in the 1970s, it traces the establishment of international centers and organizations such as the Institute for the Advancement of Philosophy for Children (IAPC), that have contributed to the global dissemination of philosophical education for children. The study highlights diverse methodological approaches, including the integration of literature, philosophical dialogue, and games, as well as the role of digital technologies in expanding access to P4C practices. Particular attention is given to the implementation of P4C in different cultural contexts, including Russia, where the movement has been adapted to local educational traditions. The article argues that P4C is not merely an additional school subject, but a transformative humanistic practice. It shifts the educational paradigm from a monologue of knowledge transmission to collaborative inquiry and dialogue, and from a focus on outcomes to valuing the thinking process itself. This approach cultivates intellectual autonomy, critical reflection, ethical sensitivity, and dialogical competencies in children. Ultimately, P4C is presented as a flexible pedagogical model that prepares individuals not merely to assimilate information, but for a life of meaningful, responsible, and creative engagement with the modern world.
The article explores the origins, development, and contemporary significance of the Philosophy for Children (P4C) movement as a form of practical philosophy. Starting from Matthew Lipman’s pioneering work in the 1970s, it traces the establishment of international centers and organizations such as the Institute for the Advancement of Philosophy for Children (IAPC), that have contributed to the global dissemination of philosophical education for children. The study highlights diverse methodological approaches, including the integration of literature, philosophical dialogue, and games, as well as the role of digital technologies in expanding access to P4C practices. Particular attention is given to the implementation of P4C in different cultural contexts, including Russia, where the movement has been adapted to local educational traditions. The article argues that P4C is not merely an additional school subject, but a transformative humanistic practice. It shifts the educational paradigm from a monologue of knowledge transmission to collaborative inquiry and dialogue, and from a focus on outcomes to valuing the thinking process itself. This approach cultivates intellectual autonomy, critical reflection, ethical sensitivity, and dialogical competencies in children. Ultimately, P4C is presented as a flexible pedagogical model that prepares individuals not merely to assimilate information, but for a life of meaningful, responsible, and creative engagement with the modern world.