Creative and Critical Thinking: An Evaluation of Philosophy for Children

Abstract

Introduction:  This paper is a curious mix of the theoretical and pragmatic.  The theoretical question I will be addressing is that of the distinction between critical and creative thinking, and whether we can, in principle, draw up firm guidelines on a distinction.  The pragmatic question is the question of the appropriate techniques for evaluating Philosophy for Children (P4C).  These two apparently disparate questions are interwoven in this paper, and I begin with a preliminary guide to this interweaving.