Philosophy for Children in Transition: Problems and Prospects -- Contents -- Notes on Contributors -- Preface -- Introduction: What is Philosophy for Children, What is Philosophy with Children-After Matthew Lipman? -- 1: The Experience of Childhood and the Learning Society: Allowing the Child to be Philosophical and Philosophy to be Childish -- 2: Philosophy for Children and its Critics: A Mendham Dialogue -- 3: The Play of Socratic Dialogue -- 4: Childhood, Philosophy and Play: Friedrich Schiller and the Interface between Reason, Passion and Sensation -- 5: Transindividuality and Philosophical Enquiry in Schools: A Spinozist Perspective -- 6: Community of Philosophical Inquiry as a Discursive Structure, and its Role in School Curriculum Design -- 7: The Provocation of an Epistemological Shift in Teacher Education through Philosophy with Children -- 8: Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education -- 9: Philosophy with Children as an Exercise in Parrhesia: An Account of a Philosophical Experiment with Children in Cambodia -- 10: Childhood, Education and Philosophy: Notes on Deterritorialisation -- 11: 'In Charge of the Truffula Seeds': On Children's Literature, Rationality and Children's Voices in Philosophy -- 12: Brilliance of a Fire: Innocence, Experience and the Theory of Childhood -- Index.