The philosophy and its relationship with the child, education, school. Philosophy about philosophy, philosophy for education or against education. Philosophy as a tool, as teaching, lesson, process – philosophy as an institution, as reflection, as self-awareness, as critical and creative thinking, as method and as knowledge.

Philosophy and educational goals, cognitive skills, personality formation, self-actualization. The history of philosophy, the history of childhood, the philosophy of education, the history of education and pedagogical theories, philosophy and its connections with the sciences of teaching and the arts.

Philosophy and the construction of concepts, dialogue, questioning, doubt, problematizing, critique, education of emotion, moral judgment, values. The distant, sibylline philosophy and its myth. Philosophical simulations or imitations. The democratic school and philosophical reflection.

Philosophy always, here, there, elsewhere, differently, with others, everywhere, nowhere, never. The question of whether children can or should philosophize brings forth all the hidden, unknown, underestimated, or ignored aspects of philosophy and philosophical education.

The question of whether and how philosophy connects with education raises the question about the role of philosophy and education today. Is philosophy what education seeks and simultaneously fears? Is there philosophy in education? Is philosophy the impossible for education?

Doing philosophy with children, practicing philosophy, is still philosophy and what kind? What does philosophy mean for, with, along with (the) children? Do children, inside and outside of school, need philosophy today? Do educators need philosophy, inside and outside of school?

How important is the exploration of such issues for education and philosophy?