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The paper examines Philosophy with children as a pedagogical method for schools to practice. The questions I have posed are: Why philosophize with children and teenagers? How does Philosophy with children work? What, in the organized structure of the philosophical inquiry, can be emphasized as favourable for learning? How carefully is the structure of the philosophical inquiry really followed in practice? How can philosophy be applied as a pedagogical model? The theoretical framework of this inquiry consists of a discussion about a thirst for learning that exceeds the explicit and direct usability that motivates vocational training. I have used two different kinds of methods. The main method is a literary analysis of some of the literature in this field. This analysis is compared to field observations of children participating in communities of inquiry in school. The basic assumption is that practicing the ability of philosophical thinking can help children develop a more profound way of understanding who they are and how the world in which they exist works. This helps learning and therefore promotes the philosophical inquiry as pedagogical model. My conclusions are that there exists different possible ways of using philosophy in school and that the structure of the community of inquiry as in use within PwC is a useful tool to apply.

The paper examines Philosophy with children as a pedagogical method for schools to practice. The questions I have posed are: Why philosophize with children and teenagers? How does Philosophy with children work? What, in the organized structure of the philosophical inquiry, can be emphasized as favourable for learning? How carefully is the structure of the philosophical inquiry really followed in practice? How can philosophy be applied as a pedagogical model? The theoretical framework of this inquiry consists of a discussion about a thirst for learning that exceeds the explicit and direct usability that motivates vocational training. I have used two different kinds of methods. The main method is a literary analysis of some of the literature in this field. This analysis is compared to field observations of children participating in communities of inquiry in school. The basic assumption is that practicing the ability of philosophical thinking can help children develop a more profound way of understanding who they are and how the world in which they exist works. This helps learning and therefore promotes the philosophical inquiry as pedagogical model. My conclusions are that there exists different possible ways of using philosophy in school and that the structure of the community of inquiry as in use within PwC is a useful tool to apply.