Reconceptualizing Teaching by Integrating Philosophy for Children in Hawaiian Elementary School Classrooms



In this qualitative study, I explore the impact of integrating the Philosophy for Children Hawaii (p4cHI) approach to education and, in particular, teachers’ experiences in practicing it at Waikiki Elementary School in Hawaii. Data includes interview transcripts, email correspondences and personal memos. The analytic themes that emerged from the analysis of the data illustrate that p4cHI has successfully become a pedagogical model of teacher improvement, student cognitive, socio-emotional development and school betterment. p4cHI supports the development of a class that is characterized by an intellectually safe community of inquiry, not being in a rush, and a school culture that features caring, inclusivity and active participation by members of the community.


Teaching pedagogy, Philosophy for Children Hawaii, Teacher development, Community of inquiry, Teaching renovation


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