'Maughn Gregory and Megan Laverty have provided an outstanding volume on Matthew Lipman’s pioneering contributions to philosophy for children. Their illuminating introduction delivers both an excellent intellectual biography of Lipman and a compelling history of the movement he helped to found. The contributors have ranged over many facets of that movement, offering particularly revealing discussions of the role of literature in introducing complex ideas to children and of the role of philosophy in forming democratic citizens. The result is a book that should be read by educators everywhere.'- Philip Kitcher, John Dewey Professor of Philosophy, Emeritus, Columbia University; Honorary Fellow, Christ's College, Cambridge; author of The Rich and the Poor'What struck me most in reading this book is its contemporary relevance. Matthew Lipman developed Philosophy for Children partly in response to the social and political upheavals of the 1960s, which reinforced his conviction that education for reasonableness must begin in childhood. Given today’s educational and societal challenges, Lipman’s faith in the transformative power of education to cultivate critical thinking is no less compelling—indeed, perhaps even more so. A strength of the book, as with others in the series, is its juxtaposition of Lipman’s original writings with essays from leading contemporary scholars. This creates potential for a dialogic space in which ideas resonate, converge, and sometimes clash, generating new insights. The book will appeal not only to philosophers of education, but also to educational psychologists, teachers, and teacher educators interested in dialogic approaches to teaching and learning. It offers a timely opportunity to critically reassess Lipman’s work in light of present-day challenges.'- Ian A. G. Wilkinson, Professor Emeritus, The Ohio State University, Honorary Professor, The University of Auckland, Aotearoa/New Zealand; Author of Quality Talk About Text: Discussion Practices for Talking and Thinking About Text 'This is an important book, introducing a wider audience to Matthew Lipman and the Philosophy for Children movement – now active in more than 60 countries. It contains several of Lipman’s classic essays and a set of commentary chapters along with a biographical introduction from Megan Laverty and Maughn Rollins Gregory. The book’s central argument is that Lipman’s work has relevance beyond Philosophy for Children, and it is organized around five key dimensions of that legacy: critical thinking; the use of fiction to represent philosophical issues; social change and democratic education; research on philosophical inquiry and dialogical pedagogy in the classroom; and progressive educational reform more generally. For me, the book raises a fascinating broader question: How a focus on the teaching of philosophy illuminates our understanding of philosophy itself and its purposes.'- Nicholas C. Burbules, Edward William and Jane Marr Gutgsell Professor Emeritus, University of Illinois, Urbana-Champaign 'Matthew Lipman and the Educational Role of Philosophy for the first time provides a critical analysis that allows us to appreciate Lipman’s achievements—which far exceed his magnanimous contribution of putting into operation John Dewey's method of inquiry. We are introduced to Lipman’s creation of the "philosophical novel" for children as a teaching and learning tool; the transformation of the classroom from an environment of passive students to actively engaged creators; the foregrounding of complex ethical issues in the hands of children—to name only a few of Lipman’s edifying innovations. Lipman’s subtext of critical reason, that has helped to destroy boundaries between ethnic groups, national identities and racial constructs by introducing convivial engagement through thought-provoking stories—whether on the frozen tundras of northern Russia or under the burning sun in Brazil—has far exceeded Plato’s form of learning in Akademos’ grove of trees. Matthew Lipman and the Educational Role of Philosophy is a walkway to Lipman’s transformative lifework.'- Leonard Harris, Ph.D., Joyce and Edward E. Brewer Chair in Applied Ethics, Purdue University (former colleague, student, co-editor and eternal admirer of Matthew Lipman); author of A Philosophy of Struggle: The Leonard Harris Reader 'Matthew Lipman and the Educational Role of Philosophy provides fascinating insights into the life and work one of the most important architects of the Philosophy for Children movement. Lipman portrayed education as the cultivation of thinking—critical, creative and caring—and he saw philosophy as central to that mission. After Laverty and Gregory’s engaging biographical chapter, the book pairs some of Lipman’s best essays with illuminating commentary by contemporary scholars. The book traces the roots of Lipman’s ideas and explores which are of enduring relevance and which stand in need of transformation. Essential reading for anyone interested in P4C and the educational significance of philosophy more generally.'- David Bakhurst, Queen’s University, Kingston, Ontario; author of The Formation of Reason 'Matthew Lipman and the Educational Role of Philosophy provides important discussions of Lipman’s and Philosophy for Children’s innovative pedagogical uses of philosophy to enhance education. With key papers of Lipman’s, and original discussions of Lipman’s educational contributions by scholars both inside and outside the P4C movement, the volume provides both historical insights and contemporary perspectives on the current state of education and the ways in which philosophy can enhance our educational endeavors.'- Harvey Siegel, Professor of Philosophy Emeritus, University of Miami, author of Education’s Epistemology: Rationality, Diversity, and Education 'In addressing the subject of philosophy as education from the viewpoint of the life and legacy of the well-known founder of philosophy for children, Matthew Lipman, Gregory and Laverty’s book offers a suggestive theoretical and practical response to the question, What is the interest of a connection between childhood and philosophy at the present time? Many philosophy of education scholars know the name of Lipman, though few are familiar with the depth of his thinking about children, philosophy, and education. This book is a fundamental reference, not only for researchers who study dialogic pedagogy and the relevance of philosophy to children's lives, but also for teachers, social educators, families, philosophers, and others who want to know more about philosophy and children. Gregory and Laverty’s opening chapter situating Lipman’s scholarly and curricular writing in his biography is particularly insightful; but the book opens new perspectives of inquiry from the many issues about Lipman’s work the reader can find in every chapter.'- Anna Pagès Santacana, Faculty of Education-Blanquerna, Ramon Llull University, Barcelona, editor of A History of Western Philosophy of Education in the Contemporary Landscape 'Matthew Lipman and the Educational Role of Philosophy, edited by Maughn Rollins Gregory and Megan Jane Laverty, presents a thorough and well-researched overview of Matthew Lipman’s scholarship and development of his Philosophy for Children curriculum. The book illustrates the contemporary relevance of Lipman’s writings in the philosophy of education, including his work on the importance of reasoning in education, the need for educational reform grounded in inquiry and dialogue, and the relationship between education, philosophy, and democracy. Comprehensive essays by scholars in philosophy and education from five different countries, with each essay followed by one or two of Lipman’s papers, illuminate the continuing significance of Lipman’s work and provide critical accounts of the Lipman curriculum and its requirements for extensive professional teacher education, its approach to social justice education, and its potential to become a catalyst for large-scale educational reform. The book will inspire renewed appreciation for Lipman’s considerable contributions to philosophy in education and provoke new thinking about some of the larger questions raised by the effort to develop widespread philosophical education for children.'- Jana Mohr Lone, Executive Director, Philosophy Learning and Teaching Organization (PLATO), and Affiliate Associate Professor of Philosophy, University of Washington; author of Seen and Not Heard 'Matthew Lipman and the Educational Role of Philosophy honours and critically engages with the work of the founder of the Philosophy for Children movement, Matthew Lipman. This is a vital resource for those interested in how children can and should be supported in philosophical education. Not solely historical, the contributors also look forwards, considering the role for philosophy in teaching reasoning, practising inquiry, and promoting social justice and democracy. Such timeless skills are needed now more than ever.'- Dr Laura D’Olimpio, Associate Professor of Philosophy of Education, University of Birmingham UK'This exploration of the intellectual influences and key ideas of one of the 20th century's most profound educational innovators should be of great interest to educators and philosophers alike.'- Cathy Legg, Associate Professor in Philosophy, Deakin University; editor of the “Pragmatism” entry in the Stanford Encyclopaedia of Philosophy
