Abstract

When critical thinking occurs in a collective context such as a Philosophy for Children workshop, it cannot be considered simply as an intellectual exercise, insofar as it depends on social interactions in the philosophical dialogue. This is why, in line with the works of Matthew Lipman, critical thinking should be taught and practiced as an exercise based on the development of caring thinking among children. Furthermore, open-mindedness, defined as the ability of the child to welcome intellectually and ethically divergent ideas, may constitute the very fundamental precondition for critical thinking as it permits the meticulous, analytic and authentic discovery of the idea.