Children are distinguished not only by their ability to pose fundamental questions about the origin of the world, the meaning of life, the problems of human coexistence, and knowledge issues regarding nature and culture, but also by their capacity to contemplate and reflect surprisingly effectively on these questions.

The particularly significant educational value of children's participation in philosophical reflections has been highlighted by various pedagogical programs Philosophizing with Children.

The texts in this volume examine central aspects of the theory and practice of Philosophizing with Children. They illuminate the breadth and depth of this thematic field in its basic theoretical and conceptual aspects, on one hand, and highlight, on the other hand, its educational value through the analytical presentation of examples from school practice.

The composition of the texts aims to promote the discussion regarding the importance of integrating Philosophizing with Children into teacher education in Greece. It further hopes to provide stimuli for the development of the identity of a school that not only seeks to impart knowledge but also to function as a place for dialogical confrontations and discussions.