The aim of the present research study is to explore how literature can be used in order to familiarize children with dialogue, one of the most effective methods of philosophical inquiry. A theoretical point of departure is “Philosophy for Children”, a programme of theory and practice that makes it possible for children to develop their thinking skills and the ability to question and reason. To investigate the effect of philosophical discussions on helping children learn how to ask and answer questions about basic ideas and beliefs, a research was conducted in a Greek primary school. Shel Silverstein’s, The Missing Piece Meets the Big O (1976/ 2006) was used as a stimulus.

 “Philosophy for Children” aims to develop creative, critical and caring thinking in children in a collaborative environment, the classroom community of enquiry, that supports this type of thinking. In the context of this programme, school-age children are encouraged to discuss philosophical ideas, ask questions and give reasons, wonder about things that are assumed to be taken for granted, discuss with each other. What is more, they are learning how to thinking together, how to listen to other people, and to see one another as partners in a quest for understanding (Lipman, 1991).

Karin Murris argues the value of using children's literature as a stimulus for philosophical discussion in the primary school (Murris, 1992). In Picturebooks, Pedagogy, and Philosophy, Haynes & Murris write: “Literature that contains both the everyday and the strange and unfamiliar mediates philosophical understanding. Philosophical enquiry requires delicate facilitation between the abstract and the concrete, otherwise learners and teachers lose themselves in meaningless abstraction” (Haynes & Murris, 2012: 62).

Our research study draws its theoretical inspiration from this body of work. Our premise is that learning through philosophical questioning and shared dialogue can enrich thinking and gives students the confidence to speak and think for themselves. Contemporary literature offer unique opportunities to explore ideas, to consider new perspectives, and to create meaning collaboratively. The general hypothesis addressed is:  philosophical dialogue has a positive effect on helping children learn how to ask and answer questions about basic ideas and beliefs. The specific research questions to be addressed are: Can primary school students raise philosophical questions? Do students provide concrete reasons to support their opinions? Are students willing to listen the different opinions of their classmates? What do students believe about personal fulfillment?

The present research study was carried out in a Year 6 class of a Greek primary school. Philosophy has not been part of the primary school curriculum in Greece.  Thus, with this research there has been an attempt that “doing philosophy for children” to be introduced in the specific classroom. Our teaching methodology is grounded in the work of Matthew Lipman; more precisely, in the three steps suggested to facilitate philosophical sessions with pupils: 1) Reading of a novel that includes ambiguities and paradoxes; 2) Collecting pupils’ questions concerning ambiguous or paradoxical situations that intrigue them and that they would like to discuss among their peers; 3) Holding a dialogue in the community of inquiry, in order, as a group, to construct elements of response to their questions (Lipman in  Daniel & Auriac, 2011: 422). What is more, the project was organised according to collaborative principles and the class consisted of four teams. Twenty seven students were exposed to this method using S.Shilverstein’s book for four sessions. At the end of the procedure, there was creative time for the students to draw and, if they wanted, to write a short story about a philosophical question on which all the members of the team after democratic vote would have decided. 

Daniel, M. & Auriac, E. (2011). «Philosophy, Critical Thinking and Philosophy for Children», Educational Philosophy and Theory , 5 (43): 415-435. Lipman, M. (1976). «Philosophy for children», Metaphilosophy, 7: 17–33. Lipman, M. (1988). «Critical thinking, what can it be?», Journal of Educational leadership, 40 (1): 38-43. Lipman, M. (1991). Thinking in Education, Cambridge: Cambridge University Press Murris, K. (1992) Teaching Philosophy with Picturebooks. London, Infonet Publications Haynes J. & Murris K. (2012) Picturebooks, Pedagogy, and Philosophy New York and London: Routledge Quinn, V. (1997). Critical Thinking in Young Minds, London, David Fulton. Tozzi, M. (2009). «Helping children to philosophising: State of the Art, Living Issues, Outcomes and Proposals», Diogenes, 224: 49-60. Wartenberg, T. (2009). Big ideas for little kids: Teaching Philosophy through Childern's Literature, Plymouth UK, Rowman and Littlefield Education.