Self-directed learning is the focus of Philosophy with Children.

Abstract

This essay offers a theoretical framework for comprehending the utilization and importance of philosophy with children within and beyond educational institutions as a means for self-directed learning in the context of current advancements. This paper outlines six distinct approaches to implementing Philosophy with Children that deviate from typical classroom practices. Additionally, it advocates for the adoption of a "pedagogy of searching" as a substitute for the prevailing "pedagogy of fear" commonly observed in traditional educational frameworks. More specifically, it incorporates the concepts put forth by Matthew Lipman, widely recognized as the pioneer of Philosophy for Children, and his extensive examination of the notion of meaning.