Abstract
The educational implications of Lipman's Philosophy for Children (PFC) programmes are examined against the background of key concepts and themes: pedagogy, andragogy, curriculum objectives and content. PFC strategies are closer to andragogy than pedagogy, and more open-ended, wide-ranging and democratic than the traditional Socratic paradigm. Such progarmmes have much educational value - in teaching about virtue, work, imagination and the human condition in general - though the claims about fostering general, transferable reasoning and thinking skills are probably far too ambitious. PFC and similar curriculum programmes are of inestimable benefit and value to learners of all ages, particularly in these destitute times when education has become synonymous with skills training and preparation for employment.