Philosophy for Children :

The method "Philosophy for the children" encourages young people to think.

This learning approach founded by Professor Matthew Lipman has developed there over 35 years and is recognized and practiced today in 60 countries.

We all think all the time, do we not?

Is there a time when you do not think? Philosophy "raises questions" and pushes the child to look beyond the obvious. When we really think about something, we try to make sense of it, “education” as it should be? We live in a vast and fast changing world. How can we know today what knowledge our children will need when they leave the educational system? What we can do is give them the tools to be better equipped when they are faced with new or difficult situations.


Philosophy is everywhere, and if?

Children benefit from the Philosophy program in all subjects. Children who are engaged in regular philosophical discussion often have better work results than those who do not. When used wisely, philosophy becomes a very powerful way to promote understanding with an impact on their cognitive, social and emotional development. The aim is to get the children to think and communicate well and they are better able to think for themselves.


This approach also encourages quieter children to participate while the class develops an issue in community. Children in difficulty discover that they can stand up to the brightest; and the shy come out of their shell. This results in a quality dialogue, with a benevolent atmosphere. The pupils discover that they can express their views appropriately. Relations between pupils improve as children listen in turn and agree to disagree respectfully.


An amount of evidence shows that regular participation in a Philosophical group helps children excel in:

• Individual thought

• Motivation and commitment to learning

• Improving reading comprehension

• Increase math skills and science

• Increasing cooperation

• Better self-esteem, particularly for children lacking confidence

• The transfer of skills in other areas of study

• Improved behavior and decreased bullying in the playground

• Better relations with peers and parents


A school psychologist has experimented on two groups of children. One of them received a philosophical session per week for one year. This modest response led to a statistically significant increase of the group's IQ. The pupils benefited from their philosophical session, while no increase in the scores of the control group was observed.

The same study found:


• A development of reasoning

• Improving listening, communication, behavior, questioning, reasoning, reading and comprehension.

• New strategies to improve skills

• Greater confidence in the use of questioning and open dialogue

• Greater pupil engagement in learning.


Children learn to create their own philosophical questions. They choose a question that is related to a philosophical subject of inquiry or dialogue. For example, the question might be "Is it allowed to steal?  "The teacher helps the children in their thinking, reasoning and questioning and with how children talk and listen to each other in a dialogue.


Used as a regular activity, children develop skills and understanding over time. We use this method primarily to help strengthen the speaking, listening and confidence of children to express their ideas.

Teachers have found that this set helps children to engage more deeply in the texts, philosophy having strengthened their reading and their writing.


What makes us what we are?

Friends, family, the place where we live or the way we are made?

Pupils think much about their own experience and that of others; they try to relate them to a set of personal values. They have a keen interest in ethical issues and wish to understand the importance of reassessing the values in the light of experience. Pupils try to resolve conflicts intelligently and seek consensus while accepting the right of others to have different opinions and beliefs. They have a very good insight based on experience, the similarities or differences between them and the cultures. They are open to new ideas and celebrate cultural diversity. They defy racism.


Philosophy does not only have a positive impact on all disciplines but also on life. Explore what is happening and analyze the credibility of the quality of information. Understand that the information should not be taken as "cash." Little Philo School maintains flexibility to enable spontaneous discussions that allow children to investigate various aspects of an issue. Given this environment, children ask questions, are able of critique and creativity and develop excellent skills in solving problems.


Children from six years like the opportunity to share their knowledge with others. They display a longer attention span and ability to tolerate less detailed directions and last-minute changes.


The seven / eight years are curious and often ask adults to satisfy their thirst for knowledge. They use strategies increasingly complex and creative to solve problems at home and at school. They invent scenarios increasingly complex to play. They like to have and make friends. They take pleasure in imitating the actions of others in school. They prefer the structure and routines but may also choose to work or play independently. Children this age often choose to develop games with rules and treat their elders with respect during the game moreover, they begin to experiment and better manage their emotional and social lives independently. They show they can take social initiatives and have the ability to understand the actions and feelings of others.


8 years and older are capable of long periods of thought. They communicate with ease to follow a debate or read a newspaper article.