Roberto Franzini Tibaldeo (PhD in Science of Culture, Modena 2005, and PhD in Philosophy, Torino 2011) is Professor adjunto (Associate professor) of philosophy of the post-graduate programme in philosophy (PPGF) at the Pontifícia Universidade Católica do Paraná (Curitiba, Brazil). From 2015 to 2018 he served as F.R.S.-FNRS Chargé de recherche (Postdoctoral researcher) at the Université catholique de Louvain (Louvain-la-Neuve, Belgium), and from 2010 to 2015 he was Assegnista di ricerca (Research fellow) in Political Philosophy at the Scuola Universitaria Superiore Sant’Anna (Pisa, Italy). Research interests: continental philosophy (esp. Hans Jonas), ethics and politics of responsibility, philosophy for children/communities (p4c), interculturality, landscape studies.

• Chapter 1.- Intellectual-biographical sketch.- (A) Matthew Lipman’s early years (1923-1972).- (B) Ann Margaret Sharp’s early years (1942-1972).- (C) Lipman and Sharp’s providential meeting in 1973.- (D) Four decades of fruitful cooperation (1973-2010).- References. - Chapter 2 – The context of Lipman and Sharp’s educational revolution .- (A) The 1960s: political and social tensions in the US.- (B) The widespread need for educational renovation.- (C) Philosophy’s contribution to education.- References.- Chapter 3 – Lipman and Sharp’s philosophical-educational vision .- (A) “Inside-out philosophy”.- (B) The challenge of democracy and citizenship.- (C) Cognitive self-defence and community-based philosophical enquiry.- (D) Education for reasonableness, reflectivity, fallibilism and self-correction.- (E) The multidimensionality of thinking: critical, creative and caring.- (F) Moral education, reduction of violence, appreciation of diversities.- References.- Chapter 4 – Philosophy for Children’s educational curriculum .- (A) The first novel: “Harry Stottlemeier’s Discovery” (1969).- (B) The demand for empirical evaluation.- (C) The foundation of the Institute for the Advancement of Philosophy for Children (IAPC) and the development of the educational curriculum.- (D) Training supervisors and teachers.- References.- Chapter 5 – Philosophy for Children’s global dissemination .- (A) Where: USA, Canada, Latin America, Africa, Europe, Asia.- (B) The reasons of P4C’s worldwide success.- The effectiveness of philosophy’s contribution to education.-  The efficacy of P4C’s community-based proposal.- P4C’s methodological awareness and adaptability.- P4C’s ability to cope with present-day educational challenges related to the globalised and digital age: responsibility, empowerment, interculturality, learnification.- (C) Critical and comparative remarks.- Criticisms of the P4C curriculum.- A comparison between P4C and other philosophical-educational practices.- References.- Conclusions: An open-ended educational proposal .

Roberto Franzini Tibaldeo (PhD in Science of Culture, Modena 2005, and PhD in Philosophy, Torino 2011) is Professor adjunto (Associate professor) of philosophy of the post-graduate programme in philosophy (PPGF) at the Pontifícia Universidade Católica do Paraná (Curitiba, Brazil). From 2015 to 2018 he served as F.R.S.-FNRS Chargé de recherche (Postdoctoral researcher) at the Université catholique de Louvain (Louvain-la-Neuve, Belgium), and from 2010 to 2015 he was Assegnista di ricerca (Research fellow) in Political Philosophy at the Scuola Universitaria Superiore Sant’Anna (Pisa, Italy). Research interests: continental philosophy (esp. Hans Jonas), ethics and politics of responsibility, philosophy for children/communities (p4c), interculturality, landscape studies.

• Chapter 1.- Intellectual-biographical sketch.- (A) Matthew Lipman’s early years (1923-1972).- (B) Ann Margaret Sharp’s early years (1942-1972).- (C) Lipman and Sharp’s providential meeting in 1973.- (D) Four decades of fruitful cooperation (1973-2010).- References. - Chapter 2 – The context of Lipman and Sharp’s educational revolution .- (A) The 1960s: political and social tensions in the US.- (B) The widespread need for educational renovation.- (C) Philosophy’s contribution to education.- References.- Chapter 3 – Lipman and Sharp’s philosophical-educational vision .- (A) “Inside-out philosophy”.- (B) The challenge of democracy and citizenship.- (C) Cognitive self-defence and community-based philosophical enquiry.- (D) Education for reasonableness, reflectivity, fallibilism and self-correction.- (E) The multidimensionality of thinking: critical, creative and caring.- (F) Moral education, reduction of violence, appreciation of diversities.- References.- Chapter 4 – Philosophy for Children’s educational curriculum .- (A) The first novel: “Harry Stottlemeier’s Discovery” (1969).- (B) The demand for empirical evaluation.- (C) The foundation of the Institute for the Advancement of Philosophy for Children (IAPC) and the development of the educational curriculum.- (D) Training supervisors and teachers.- References.- Chapter 5 – Philosophy for Children’s global dissemination .- (A) Where: USA, Canada, Latin America, Africa, Europe, Asia.- (B) The reasons of P4C’s worldwide success.- The effectiveness of philosophy’s contribution to education.-  The efficacy of P4C’s community-based proposal.- P4C’s methodological awareness and adaptability.- P4C’s ability to cope with present-day educational challenges related to the globalised and digital age: responsibility, empowerment, interculturality, learnification.- (C) Critical and comparative remarks.- Criticisms of the P4C curriculum.- A comparison between P4C and other philosophical-educational practices.- References.- Conclusions: An open-ended educational proposal .

Roberto Franzini Tibaldeo (PhD in Science of Culture, Modena 2005, and PhD in Philosophy, Torino 2011) is Professor adjunto (Associate professor) of philosophy of the post-graduate programme in philosophy (PPGF) at the Pontifícia Universidade Católica do Paraná (Curitiba, Brazil). From 2015 to 2018 he served as F.R.S.-FNRS Chargé de recherche (Postdoctoral researcher) at the Université catholique de Louvain (Louvain-la-Neuve, Belgium), and from 2010 to 2015 he was Assegnista di ricerca (Research fellow) in Political Philosophy at the Scuola Universitaria Superiore Sant’Anna (Pisa, Italy). Research interests: continental philosophy (esp. Hans Jonas), ethics and politics of responsibility, philosophy for children/communities (p4c), interculturality, landscape studies.

• Chapter 1.- Intellectual-biographical sketch.- (A) Matthew Lipman’s early years (1923-1972).- (B) Ann Margaret Sharp’s early years (1942-1972).- (C) Lipman and Sharp’s providential meeting in 1973.- (D) Four decades of fruitful cooperation (1973-2010).- References. - Chapter 2 – The context of Lipman and Sharp’s educational revolution .- (A) The 1960s: political and social tensions in the US.- (B) The widespread need for educational renovation.- (C) Philosophy’s contribution to education.- References.- Chapter 3 – Lipman and Sharp’s philosophical-educational vision .- (A) “Inside-out philosophy”.- (B) The challenge of democracy and citizenship.- (C) Cognitive self-defence and community-based philosophical enquiry.- (D) Education for reasonableness, reflectivity, fallibilism and self-correction.- (E) The multidimensionality of thinking: critical, creative and caring.- (F) Moral education, reduction of violence, appreciation of diversities.- References.- Chapter 4 – Philosophy for Children’s educational curriculum .- (A) The first novel: “Harry Stottlemeier’s Discovery” (1969).- (B) The demand for empirical evaluation.- (C) The foundation of the Institute for the Advancement of Philosophy for Children (IAPC) and the development of the educational curriculum.- (D) Training supervisors and teachers.- References.- Chapter 5 – Philosophy for Children’s global dissemination .- (A) Where: USA, Canada, Latin America, Africa, Europe, Asia.- (B) The reasons of P4C’s worldwide success.- The effectiveness of philosophy’s contribution to education.-  The efficacy of P4C’s community-based proposal.- P4C’s methodological awareness and adaptability.- P4C’s ability to cope with present-day educational challenges related to the globalised and digital age: responsibility, empowerment, interculturality, learnification.- (C) Critical and comparative remarks.- Criticisms of the P4C curriculum.- A comparison between P4C and other philosophical-educational practices.- References.- Conclusions: An open-ended educational proposal .