philosophy as the way forward
eexploring primary school teachers experiences of p4c in greece
DOI:
https://doi.org/10.12957/childphilo.2025.90318Keywords:
philosophy for children (p4c), primary education, teacher’s perspectives, qualitative research, teacher researchAbstract
Philosophy for Children (P4C) is an educational movement implemented in hundreds of schools worldwide; however, limited research has been conducted in Greece. This study explores primary school teachers’ experiences with (a) philosophy in primary education and children’s philosophical abilities, (b) the proposed benefits of philosophical discussions for children, (c) the challenges teachers and children experience during P4C, and (d) teachers’ practices in philosophy education. A mixed-methods study design was implemented. This paper presents the qualitative findings obtained through semi-structured interviews with (N=10) P4C teachers. A thematic analysis was applied to interpret the data. The findings support philosophy in primary education. Teachers homogeneously endorsed the positive impact of P4C on children’s fondness for P4C classes. Key themes identified included the enhancement of children’s higher-order thinking skills (HOTS), emotional well-being, and democratic skills. Teachers reported challenges in managing their initial nervousness, navigating boundaries with children, and classroom dynamics. Students were perceived to face challenges in question-formulation, staying on-topic, and self-expression. Teachers expressed positive contributions of P4C in their professional development, fostering cross-curriculum skills, and teaching strategy transference.
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