Category Archives: New Releases

New Publication: The Most Reasonabe Answer

The Most Reasonable Answer: Helping Students Build Better Arguments Together
Authors:  Alina Reznitskaya and Ian Wilkinson.

The book is based on a strong collaboration among researchers, teachers, and P4C practitioners and offers a rich array of field-tested materials that support teachers in facilitating productive discussions in upper-elementary grades. READ MORE ABOUT THIS BOOK HERE


Ann M. Sharp’s Contribution to P4C and Education

In Community of Inquiry with Ann Margaret Sharp:
ldhood, Philosophy and Education
Edited by Maughn Rollins Gregory and Megan Jane Laverty.

ICPIC is excited to announce this a long-awaited and much-needed anthology of Sharp’s insightful and influential scholarship, bringing her enduring legacy to new generations of academics, postgraduate students and researchers.  READ MORE ABOUT THIS BOOK HERE 


Philosophical Inquiry in the New Global Reality

Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry”
Edited by: Ching-Ching Lin and Lavina Sequeira

Each chapter offers a unique perspective in understanding the place of philosophical inquiry and philosophy in education and prioritizes diversity in the classroom community of inquiry.

Incorporating theoretical perspectives and empirical research, this book provides a rich resource for school teachers and educators who wish to engage diverse learners in philosophical inquiry. In doing so, it reaffirms the value of philosophy education as a proactive approach to democratic education. 

Free Preview Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry
ISBN Paperback: 9789463510639 ($ 32.00)
ISBN Hardcover: 9789463510646 ($ 99.00)
ISBN E-Book: 9789463510653


New Book Release

9781137469168.indd– Philosophy and Childhood:  Critical Perspectives and Affirmative Practices – 
Walter Omar Kohan
Palgrave Pivot Publishers, Aug 2014
Format: Hardcover; 
ebook (EPUB); ebook (PDF)
ISBN: #9781137469182
This book is a critical and affirmative rationale of the Philosophy for Children movement. In the first part it offers a critique of the well known and pioneering program of Matthew Lipman. In the second part, it proposes alternative ways of thinking and practicing philosophy in the education of childhood.