A study on the effect of philosophy for children (P4C) education on moral thinking skills

This study aims to examine the impact of the Philosophy for Children (P4C) approach on children's moral reasoning within a theoretical framework. Drawing primarily on the views of Matthew Lipman, the founder of the P4C movement, the analysis explores how philosophical dialogues conducted with children contribute to the formation of ethical thinking. According to Lipman, philosophy is not only a tool for fostering critical, creative, and caring thinking in children but also a pedagogical practice that supports their moral development. One of the central concepts addressed in the study is the "community of inquiry" model, which encourages children to engage in collective reflection and dialogue grounded in mutual respect. This collaborative model promotes the development of democratic values and ethical responsibility. In this context, components such as empathy and caring thinking, which are integral to Lipman's pedagogical framework, are highlighted as significant in shaping children's moral identities. The research is based on a comprehensive literature review focusing on the historical development, theoretical foundations, and ethical dimensions of P4C. The moral development theories of Piaget, Kohlberg, and Vygotsky are discussed in comparison with the P4C approach. In addition, empirical findings are examined to illustrate how P4C practices foster core moral values in children, such as empathy, justice, responsibility, and ethical reasoning. The findings indicate that P4C contributes to children's development not only cognitively but also morally and socially, providing a holistic and transformative educational experience. Accordingly, the study advocates for the systematic integration of the P4C approach into contemporary educational programs. Keywords: Philosophy for Children (P4C), Matthew Lipman, Philosophy With Children, Moral Reasoning, Philosophical Inquiry