This chapter explores the key aspects of Philosophy for/with Children (P4wC) and explains how this philosophical practice emerged in relation to the turbulent educational era of the latter twentieth century. This period was marked by significant historical changes that altered the landscape of education and led to novel philosophical approaches to teaching and learning. The chapter outlines the Lipman and Sharp approach to Philosophy for Children (P4C) and draws attention to its pedagogy (the community of philosophical inquiry) as well as the international institutions and networks which continue to foster this philosophical practice.