Abstract

Building a university outreach programme is a complex task that requires coordination of funding, regulations, research aims, practical activities and recruitment strategies. This article describes the building of an outreach programme based on the Philosophy with Children practice and the associated changes in the programme’s research focus, practical activities and organisation over the first five years. Where did the initial inspiration come from, what form did it take eventually, and what have we learned? The article outlines our strategies and activities and I argue that two shifts in focus made the programme stronger in terms of impact and research. First, instead of sending university students into classrooms, we turned to teacher training programmes. Second, conversations with teachers indicated that the most interesting research questions were not about cognitive gains but about learning environments, teacher roles, facilitation techniques and other topics from educational studies. The article also assesses the strategies and research from the first six years of the programme and how they have demonstrated both challenges and opportunities in Philosophy with Children.