Lipman’s “great experiment”: From early theoretical influences to contemporary educational research and practice

This chapter argues that the pedagogical theory and strategies developed by Matthew Lipman and other proponents of philosophy for children are uniquely suited to help educators address current educational and societal challenges. To make this argument, the chapter traces the development of Matthew Lipman's thinking about teaching and learning to his reliance on pragmatist philosophy and sociocultural theory. It then examines Lipman's scholarship in light of two constructs in contemporary educational psychology: epistemic cognition and dialogic pedagogy. It discusses how present-day researchers amplify Lipman's insights and suggest directions future studies in these areas might take. Next, it elaborates on both constructs by providing examples that incorporate principles and practices of philosophy for children in language arts and mathematics classrooms. The chapter concludes that Lipman's transformative vision of education continues to guide efforts to cultivate students’ capacity to engage in thoughtful, nuanced, critical discussions of complex questions—a capacity that is essential for the survival of liberal democracies, yet one that is increasingly absent from today's public discourse.