Abstract

In this paper, I offer a preliminary sketch of a culture-enabling Philosophy for/with Children practice. It is an approach to engaging philosophically with children that aims to encourage the exercise of critical reflection at the level of their respective cultures. This kind of P4wC practice hopes to address the challenges in facilitating philosophical dialogues with culturally/ethnically-diverse groups, especially when prejudice and negative stereotypes towards cultural/ethnic minorities are prevalent. Its focus is on helping children become cognizant of their cultural situatedness and its impact on their thinking and attitude towards dialogue. Underlying this practice is the assumption that Philosophy is fundamentally a worldview and a method that is embedded in the culture where it is created, validated, and used. Such a manner of doing philosophy recognizes that children are active bearers of culture and are entitled to educational opportunities, like P4wC, that can empower them to think for themselves and with others while staying grounded on their cultural backgrounds. Thus, the Community of Inquiry functions as a caring space where intercultural understanding and critical affirmation of cultures are fostered and sustained. In connection, I suggest that a culture-enabling P4wC teacher should have three desired traits: a) openness to various cultural resources and frames, b) a sense of critical positionality, and c) partiality to the culturally marginalized.