Abstract
Pupils’ accounts of their experiences of philosophical enquiry express a great sense of freedom and confidence. The freedom offered in philosophy with children appears to strengthen pupil voice, transforming children into powerful independent thinkers and learners. This article reflects on the association between freedom and learning. It draws on the ideas of A.S. Neill and J. Krishnamurti, both founders of schools that value freedom highly, as a necessary condition for deep learning and as a positive social outcome of real education. The paper explains how philosophy with children lifts constraints on pupil and teacher thinking and promotes the desire and courage to question and reason with others, translating this way of being into everyday life. When adopted as an authentic form of critical pedagogy, rather than an instrumental means to other ends, philosophy with children contributes to the democratisation of schools and the educational experience.
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