Teaching Philosophy and Doing Philosophy in the Space of Play

Abstract

Introduction: Dear friends, I am a professor of philosophy and have been teaching philosophy more than 30 years. In 1992, I started to do philosophy with children using my own methods. I had known nothing about Lipman's curriculum. I based my method only on my university experience and philosophical education, trying to do something unofficial and useful for children. That's how "Philosophical Games for children and adults" appeared. It was my first program in philosophy with children. When I discovered Lipman's work and the world practice in P4C, I was surprised by the very similar points of our programs despite some differences. I started to use Lipman's term, "doing philosophy" as opposed to "teaching philosophy." The differences and similarities between both of these pedagogical practices became clear to me as I worked with university students and with children. What's the basic platform of deference between doing philosophy and teaching philosophy? I believe that it is the difference between the philosophical styles of Socrates and Plato. I will try to make that argument in what is to follow.