Philosophy with Children and Teacher Education

Arie Kizel is Associate Professor at the Department of Learning and Instructional Sciences at the Faculty of Education, University of Haifa, Israel. He is the Co-Founder and President of the Mediterranean Association for Philosophy with Children. During 2017-2022 he was the President of the International Council of Philosophical Inquiry with Children (ICPIC).

About the editor

List of contributors

Editor introduction

Part 1: Transforming teacher education and teacher training with Philosophy for/with Children






Teacher Education: Developments, characteristics, and challenges
Ayelet Becher




Philosophy for/with Children, Teacher Training, and value transmission: Contradictions, problems, and a solution
Viktor Gardelli




Using Philosophy for/with Children in initial Teacher Education as a pedagogical approach to challenge neoliberalism in education
Rhiannon Love




The teacher in a community of (philosophical) inquiry: "Sage on the side and guide on the stage"
Laurance J. Splitter




Philosophy for/with Children and teachers’ perspectives: the need to understand teachers’ beliefs and values
Ben Kilby




Transforming Teacher Education with Philosophy for Children
Lizzy Lewis




Philosophical teaching-and-learning: Professional development for every teacher
Roger Sutcliffe

Part 2: Between professional knowledge, assessment, and professional development




Moving beyond official prescriptions towards a professional pedagogy of reasoning and dialogue in initial teacher education
Roger Sutcliffe and Diane Swift




Committing to concepts: making explicit the significance of philosophical dialogues in the professional formation of teachers
Diane Swift




Training Philosophy for Children Facilitators via technology and peer assessment
Keith J. Topping




Teacher interventions in the community of philosophical inquiry: Standards-referenced assessment tools
Janette Poulton

Part 3: Embedding Philosophy for/with Children to Teacher Education




Embedding Philosophy for/with Children in initial Teacher Education: a stealth model
Rhiannon Love and Emma Gogo




Integrating Philosophy for/with Children within a final year teacher education curriculum in South Africa
Lena Green and Janet Condy




From philosophy in school to a philosophy school: philosophy workshops to revive the thirst for knowledge
Edwige Chirouter




Contagious commitment: what might a Philosophy for Children summer camp offer Teacher Education programs?
Alex Newby, Daniel J. Anderson, Jason Chen, Arthur C. Wolf, and Susan T. Gardner



Part 4

Challenging the curriculum with philosophical topics




Philosophy from the corners: Incorporating philosophical inquiry into a crowded curriculum
Wendy C. Turgeon




Education in the context of uncertainty
Susan T. Gardner




Philosophising with children: Uncertainty as a challenge for teachers and a learning opportunity in an age of risk
Kerstin Michalik




Philosophy for/with Children and learning for sustainability: Lessons for teachers
Claire Cassidy




Rethinking teacher preparation for teaching controversial topics in a community of inquiry
Simone Thornton, Gilbert Burgh, Jennifer Bleazby and Mary Graham

Part 5: Becoming a Philosophy for Children teacher: Challenges and opportunities




Becoming a Philosophy for Children teacher through informal training: Challenges, opportunities and conducive conditions
Kei Nishiyama, Taiji Ogawa, Tomoyuki Murase and Kohei Seki




Becoming philosophical student teachers
Jude Penny




What conflicts do teachers face in the process of transforming their professional identities through Philosophy for Children in their first years of practice?

Wakako Good and Eriko Yamabe