Chapter 1
Intellectual-biographical sketch
(A) Matthew Lipman's early years (1923-1972)
(B) Ann Margaret Sharp's early years (1942-1972)
(C) Lipman and Sharp's providential meeting in 1973
(D) Four decades of fruitful cooperation (1973-2010)
References. - Chapter 2 - The context of Lipman and Sharp's educational revolution
(A) The 1960s: political and social tensions in the US
(B) The widespread need for educational renovation
(C) Philosophy's contribution to education
References
Chapter 3 - Lipman and Sharp's philosophical-educational vision
(A) "Inside-out philosophy"
(B) The challenge of democracy and citizenship
(C) Cognitive self-defence and community-based philosophical enquiry
(D) Education for reasonableness, reflectivity, fallibilism and self-correction
(E) The multidimensionality of thinking: critical, creative and caring
(F) Moral education, reduction of violence, appreciation of diversities
References
Chapter 4 - Philosophy for Children's educational curriculum
(A) The first novel: "Harry Stottlemeier's Discovery" (1969)
(B) The demand for empirical evaluation
(C) The foundation of the Institute for the Advancement of Philosophy for Children (IAPC) and the development of the educational curriculum
(D) Training supervisors and teachers
References
Chapter 5 - Philosophy for Children's global dissemination
(A) Where: USA, Canada, Latin America, Africa, Europe, Asia
(B) The reasons of P4C's worldwide success
The effectiveness of philosophy's contribution to education
The efficacy of P4C's community-based proposal
P4C's methodological awareness and adaptability
P4C's ability to cope with present-day educational challenges related to the globalised and digital age: responsibility, empowerment, interculturality, learnification
(C) Critical and comparative remarks
Criticisms of the P4C curriculum
A comparison between P4C and other philosophical-educational practices
References
Conclusions: An open-ended educational proposal .