In search of shared truth: togetherness in philosophy for children

Abstract

In the context of Philosophy for Children (P4C), this article examines the importance of togetherness as a fundamental aspect of philosophical practice in communities of inquiry. The paper reframes togetherness as a developed philosophical virtue that arises through co-inquiry, mutual recognition, and shared meaning-making, rather than as a merely social condition. This is done by drawing on the dialogical, collaborative, and intersubjective nature of P4C. The study makes the case that the pursuit of truth in philosophical communities is fundamentally communal, embodied in acts of reasoning together, caring thinking, and dialogical authenticity. It does this by drawing on the ideas of Matthew Lipman, Ann Margaret Sharp, Susan T. Gardner, Charles Taylor, Daniel Siegel, and Stefano Oliverio. Children learn to coexist reflectively and not just think through these dialogic interactions. They also participate in processes of self-creation and ethical awareness that are made possible by consistent engagement with others. Thus, togetherness is positioned as a transformative educational ideal that unites intellectual growth with emotional and ethical maturation, both as a method and as an end in itself.