the philosophical baby and socratic orality

Matthew Lipman's Philosophy for Children curriculum was the outcome of a harmonious and fruitful partnership between philosophy and pedagogy, but over time, it has come in practice to lead to a split and a reduction: on the one side into the ditch of pedagogese, and, on the other, that of philosofese. Using the expression "Philosophical Practice of Community" (PPC) instead of "philosophy for children" (P4C) appears preferable, and promises to protect the latter from the risk of being considered, because of its vagueness, both as a sort of toy-philosophy, and as a kind of pedagogical device suitable for all purposes. Set out in terms of PPC, the project of doing philosophy with children becomes part of a broader field of research concerning each of its three components ("philosophical", "practice", and "community") and their relationships. If ideas are not clear about what "philosophical" means, the risk is that philosophy can be assimilated to other approaches and used as a general, empty label. Among the many questions that a PPC puts on the table are 1) Is it necessary to be acquainted with the philosophical cannon in order to practice philosophy with children? 2) Who are the philosophers in question? 3) How can we revitalize the Socratic orality?