Philip Cam is internationally known for his very thoughtful and practical approach to critical inquiry. His latest book does not disappoint – it is beautifully written. Focusing on the three main skills – questioning, explaining and reasoning – he outlines ways in which teachers can develop them, with a lucidity and power that is undeniable. In the activities at the end of each chapter he gives very clear examples which should enable even the barely interested teacher to successfully operationalize the methods. This book is highly recommended for all those interested in moving pedagogy and the curriculum into the 21st century.

Keith Topping, Professor of Educational and Social Research, University of Dundee

Philip Cam has been at the forefront of work in the theory and practice of philosophy in schools for more than three decades. His compelling account of the skills children need to think well and the inquiry-based pedagogy needed to cultivate them finds its most definitive expression to date in this elegant, accessible book. An outstanding introduction to philosophical inquiry in the classroom.

Michael Hand, Professor of Philosophy of Education, University of Birmingham

An important contribution to the theory and practice of philosophy in schools and to education more generally. This is one of the best books in the field and will surely become a go-to resource for teachers.

Peter Worley, The Philosophy Foundation

Philosophical inquiry: Combining the Tools of Philosophy with Inquiry-based Teaching and Learning is a gem. It is a delightfully original and incisive contribution to the literature on dialogical pedagogy that seamlessly synthesizes simplicity and sophistication. Replete with lucid explanations about the moves in thinking and practical advice on how to identify and enact them, this book is an invaluable resource for teachers committed to cultivating children’s natural curiosity. The organization, scope, and sequence of the book—which includes chapters on questions, conceptual exploration and reasoning with illustrative snippets of dialogue and a wide variety of age-appropriate exercises and activities—reflects the depth of Cam’s expertise in Philosophy for/with Children. Cam not only demonstrates philosophy’s inherent connection to the subjects already studied in school, he also attests to its combined cognitive and social value. Written in accessible language with examples drawn from Cam’s extensive experience in schools, Philosophical Inquiry invites classroom teachers to widen their repertoire by incorporating philosophy’s general-purpose tools for intellectual work into their teaching practice. Cam trusts the pedagogical appeal of philosophy as much as he trusts practitioners of inquiry-based teaching and learning. Read this book and you will discover that they are made for one another.

Megan Jane Laverty, Associate Professor of Philosophy and Education, Teachers College, Columbia University

Phil Cam invites educators to see each school subject and academic discipline as a realm of inquiry to which we invite our students to bring their own questions, and where we think together with them in ways that are likely to result in deeper understanding, keener appreciation and fresh insights, not only about the subject, but also about ourselves and one another. Cam makes the compelling case historically, theoretically, and most of all practically, that the tools of philosophy are just those needed to conduct genuine inquiry across school subjects. The treasure trove of practical suggestions and organized activities he offers on questioning, concept development, and reasoning is more than a welcome resource for the classroom: it is a framework for inquiring into one’s own pedagogy.

Maughn Gregory, Professor of Educational Foundations, Philosophy for Children Program, Montclair University