id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
atpp-1077	Gazzard, Ann	Do You Need to Know Philosophy to Teach Philosophy to Children? A Comparison of Two Approaches	2012	9	.pdf	application/pdf	6190	226	52	Like Lipman’s maxim that teachers of philosophy for children should be pedagogically strong, yet philosophi- cally self-effacing, Wartenberg also argues that “while we (philosophy teachers) don’t prescribe what the children say about anything, we do actually require that what they say fits into the rules for having a philosophical discus- sion…” (Wartenberg, 2009, p. 33). That is to say, the philosophy for children teacher, on Lipman’s account, should be well versed in philosophy and the competing views it provides, not so that they can give “right” answers, but rather to help facilitate dialogue amongst the students.3 For Lipman, the Philosophy for Children teacher uses this breadth and depth of knowl- edge to understand more fully different student perspectives and to then help them further elucidate their views rather than imposing his/hers.	cache/atpp-1077.pdf	txt/atpp-1077.txt