challenging adult-centrism: speaking speech and the possibility of intergenerational dialogue

This paper reflects on the role of philosophy in school environment, paying special attention to promise intergenerational dialogue carried forward by programmes associated with Lipman’s Philosophy for Children (P4C) curriculum and its current transformation into (PwC). There are two basic ideas that constitute guiding thread my reflections. Firstly, philosophical interventions kind challenge adult-centric views education philosophy. Secondly, such initiatives carry them acknowledging children as equal participants process questioning meaning creation. In first part paper, I argue importance understanding act philosophizing a disruption adult-centrism.First, reflect narrow future-directedness seems characterize temporality school. suggest for/with (P4wC) interrupt inviting students immerse themselves dilated ‘now’ multiple possibilities. Then, ways which P4wC assumption is an adult preoccupation. Special paid work scholars who our restrictive assumptions about what qualifies thinking.In second turn Merleau-Ponty aim sketching out some requirements possibility between childhood adulthood. Merleau-Ponty’s reflections expressive speech invaluable context because they invite us 1) appreciate alterity without reducing inferior ‘others’ 2) remain alert expressivity children’s speech.