Natalie M. Fletcher has delivered a conceptual blockbuster, argued with rigorous cogency, which lays the theoretical groundwork for an emergent philosophy of childhood and a corresponding philosophy of dialogical education. She traces-through the canons of moral philosophy from Aristotle to Dewey and beyond-the normative concepts of responsible autonomy, emergent agency, empathic engagement, and epistemic flexibility as they figure in children's developmental processes as moral agents. Most valuably, she applies her thorough theoretical exploration of what she calls 'imaginative practice' to the concrete project of organizing communities of philosophical inquiry for children, a project that represents an evolutionary advance in the principles and practice of moral education.

David Kennedy, Montclair State University, USA

Fletcher's adventurous philosophical practice with children and adolescents is utterly inspiring, and this book offers us a written expression of this work in the form of a thoughtful manifesto for the vibrancy of childhood/s. Fletcher's attention on the role of moral imagination and particular qualities of empathic engagement, self-efficacy, and epistemic flexibility is an insightful, stirring and timely contribution to the re-imagination of childhood/s and the growing movement for childism.

Joanna Haynes, University of Plymouth, England.

“This book is an extraordinary companion in the journey of conceiving and practicing collaborative morally imaginative practices that honor childhood and the task of helping children to understand this world and dream other worlds.”

Walter Omar Kohan, Rio de Janeiro State University, Brazil