Idealer og virkelighed i Filosofi med børn

Philosophy with Children has been known in Denmark for decades as a highly dialogic form of pedagogy with a focus on children’s collaborative inquiry and critical thinking. However, the ideals of the fi eld can be diffi cult to realize in practice. Th e case study presented in this article examines a report in which the dialogical ideals of Philosophy with Children are described along with examples from practice, and it shows that the actual teaching does not live up to the ideals. We argue that the case illustrates challenges of moving away from a classic teacher-centered form of teaching, and that didactic refl ections and strategies are needed in order to succeed with the dialogic approach in Philosophy with Children.