This work by Patricia Hannam and Eugenio Echeverria is one of the first attempts to show us how we might use the Community of Philosophical Inquiry to go about a reconstruction of education that would render students the cognitive, social and emotional skills they need to live consciously and actively in a globalized world.

Ann Margaret Sharp, Montclair State College, USA

Nurturing philosophical enquiry and developing international partnerships across schools ensure that young people explore the moral dimensions of global citizenship.

Olga Stanojlovic, Director, Schools in Education, British Council

A timely and very welcome book, Philosophy with Teenagers shows how philosophical enquiry offers a way of developing and nurturing the skills and moral sensibilities needed to thrive as an adolescent in an uncertain and demanding age. Intellectually coherent, perceptive and bursting with good sense, it will be an invaluable source of inspiration for hard-pressed secondary teachers looking for practical ways to reconcile their own educational values, the demands of the 21st century classroom and a world needing as never before to find ways of talking and listening to its many peoples.

Dr Barry Hymer, Director of Still Thinking UK

"One sees the experience of the authors shining through the text, the practical has been tested, and presumably works in certain circumstances with certain young people. It has the air of authentic education, which resonated with my own work both with young people and undergraduate students - I could imagine that it would work for me." Richard Davies, BERA, 2009.

Title mention in CPDUpdate, October 2009

'This book will be of value to any school or teacher looking to develop the community of philosophical enquiry in their context and the book has many features which can be easily translated into practical settings and many other pointers for further developmental work. The section on different subjects raises further questions on how the approach could come to characterise the approach to study in that subject area... The book succeeds, in only 180 pages, in whetting the appetite and providing clear ways forward for the practitioner as well as thought through rationales. The combination of the two authors, one an experienced UK practitioner who is familiar with English school systems, the other a Latin American Director of a Centre for P4C, provides a welcome breadth which ranges from English policy to UN education developments. While it is written with the English curriculum in mind, it will have wider application'  

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