Peter Worley’s works form an introduction of sorts to philosophical dialogue on both the theoretical and practical levels. While lucid and coherent, they are above all illuminating and enlightening, educating the reader in the questions that engage the practitioners of PwC/P4C and the dialogue created by questions and ponderings that opens up a whole world of imagination—answers in turn raising new queries. As per his wont, Worley’s writing is imbued with an inner fire that easily translates into action—an enthusiasm that verges on educational, pedagogical, and philosophical exaltation. On coming to the end of the reading experience, we are left with the conviction that there must be more—a higher level, material we have yet to be exposed to—and it is worth our while to wait and hope to reach even greater heights of our common humanity.

Arie Kizel, Faculty of Education, University of Haifa (Israel); President, ICPIC (International Council of Philosophical Inquiry with Children)

Corrupting Youth is yet another great contribution to the literature on philosophy in schools from Peter Worley. Worley traces the ancient sources of his dialectical approach to philosophical enquiry, brings out its continuing value, and explains the principles and practices involved. Here is an expert facilitator who shows how you can become one too.

Philip Cam, president, The Federation of Australasian Philosophy for Children's Associations; Honorary Associate Professor, University of New South Wales

All facilitators of philosophical enquiry, and indeed all educators, should pounce on this book. In this volume Worley provides a wealth of eminently practical and imaginative resources, honed through his many years of experience, which will enrich and enliven the classroom and beyond for pupils, participants and facilitators alike. The aim of both well-integrated volumes is to foster the open, questioning mindsets - constructively critical, collaborative and imaginative - which are so urgently needed to tackle the complex challenges of the 21st century.'

Angie Hobbs, Professor of the Public Understanding of Philosophy, University Of Sheffield

I believe that Worley’s book will serve as a reference point for future debates. I highly recommend a close study of this book to anyone interested in learning the subtle dynamics of dialogic inquiry and facilitation. Worley’s book, especially Volume II, is one of the most sophisticated and insightful handbooks available for facilitating philosophical inquiry in schools.

Teaching Philosophy