2026
Philosophy for Children
Name: Philosophy for Children
Code: FIL11414M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Philosophy
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Presentation
P4C aims to highlight the need for children to learn to listen and dialogue, addressing themes with meaning in their experiences. There are 2 questions that guide the program: What is Philosophy of Education ?; How is a Philosophy for Children session organized?
Sustainable Development Goals
Learning Goals
Theoretical level
1. Recognize the specificity of initiation to philosophical reflection with children
2. Identify fundamental issues arising from the child's experience of the world and their relationship with themselves and others
3. Understand the context in which Philosophy for Children emerged and its derivations
4. Analyze some of the various proposals for holding Philosophy for Children sessions
Practical level
5. Test argumentation and counter-argumentation techniques in and among peers
6. Make session plans with children and propose them for discussion
1. Recognize the specificity of initiation to philosophical reflection with children
2. Identify fundamental issues arising from the child's experience of the world and their relationship with themselves and others
3. Understand the context in which Philosophy for Children emerged and its derivations
4. Analyze some of the various proposals for holding Philosophy for Children sessions
Practical level
5. Test argumentation and counter-argumentation techniques in and among peers
6. Make session plans with children and propose them for discussion
Contents
1. The emergence of Philosophy for Children: what is Philosophy for Children?
1.1 The recognition of children as rational, acting and relating subjects
1.2 Mathew Lipman's innovative concept (communities of dialogue and research with children)
1.3 Thomas Wartenberg's and Oscar Brenifier's alternatives
2. Creating communities to initiate thinking: How do you prepare a Philosophy for Children session?
2.1 The relationship between listening, asking and support reasons
2.2 The structure and dynamics of a Philosophy for Children session
3. Practical exercises
1.1 The recognition of children as rational, acting and relating subjects
1.2 Mathew Lipman's innovative concept (communities of dialogue and research with children)
1.3 Thomas Wartenberg's and Oscar Brenifier's alternatives
2. Creating communities to initiate thinking: How do you prepare a Philosophy for Children session?
2.1 The relationship between listening, asking and support reasons
2.2 The structure and dynamics of a Philosophy for Children session
3. Practical exercises
Teaching Methods
The course content will be explored in two ways:
1. With hermeneutic reading of selected texts. The teacher will make short presentations and comments on the texts, with the active participation of the students and the practice of debate.
2. With preparatory study for the group work with the support of the teacher. The students will choose a topic on the basis of which they propose to organise a session with children.
1. With hermeneutic reading of selected texts. The teacher will make short presentations and comments on the texts, with the active participation of the students and the practice of debate.
2. With preparatory study for the group work with the support of the teacher. The students will choose a topic on the basis of which they propose to organise a session with children.
Assessment
The continuous assessment (CA) proposed for the curricular unit will result from the assessment of two pieces of work:
1. Individual report (IR) on a lesson taught by the teacher (50%);
2. Group work (TG) with an oral presentation on a topic covered by the programme and chosen by the students (50%).
In the event of opting for the final assessment system (AF), assessment is carried out by means of an individual written test, with a total weight of 100 per cent.
The final classification (CF) is calculated as follows:
AC: CF =( RI + TG)/2
AF: CF = AF
1. Individual report (IR) on a lesson taught by the teacher (50%);
2. Group work (TG) with an oral presentation on a topic covered by the programme and chosen by the students (50%).
In the event of opting for the final assessment system (AF), assessment is carried out by means of an individual written test, with a total weight of 100 per cent.
The final classification (CF) is calculated as follows:
AC: CF =( RI + TG)/2
AF: CF = AF
Accreditations and Certifications
