Billings has convinced me. There are two fundamental lessons to be learned: (1) especially in philosophy for / with children, we should consider dialogue as a dramatic form; (2) we should allow and invite other dramatic forms in the practice of doing philosophy.

Am reading Joshua Billings' brilliant book "The philosophical stage. Drama and dialectic in classical Athens" (2021). His conclusion: "Plato's dialogues ... epitomise the elevation of one dramatic form, the dialogue, into a self-conscious philosophical method". /2

For all who are involved or interested in doing philosophy for / with / by children / adolescents: may I propose a # for common use. I think it should be neutral, short and not easily be misspelled. My proposal is: #p4cnow. Any comments or suggestions?

2/2. We had a three week training, but we were not drilled into a specific protocol, format, or step-by-step approach. Lipman had great confidebce in the quality and guidance of the materials themselves: do in your class just as the characters do in the novels - that's it! I still love that practice

Great service by IAPC to make the novels and manuals online available. Reread the introduction of the manual of Harry Stotlemeiers Discovery. It just has one page with "some recommendations" for the facilitator on how to conduct the sessions. That's how it was in 1983-84 when I visited them. 1/2

Maughn Gregory will speak tomorrow, 5pm European time about "Three traditions of philosophical dialogue". Zoom link: lnkd.in/gxc3ZiPS. Passcode:852 860. Info: lnkd.in/gCDzNQEr

Maybe Heraclitus was right: philosophy is about the intricate interplay between change and remaining the same. My grandson (8 months old) is exploring this issue: his toys remain the same, but his dad's smartwatch changes, when you fiddle with it. No philosophy can do without fiddling, I'm convinced

Are there examples of multilingual classrooms where multilingual learners can speak multilingually, instead of being forced into the one and only English?

Am I right that 'multilingual learner' stands for 'learner whose English is deficient'? And is that because '(non-)native' is no longer politically correct?

I wonder whether it is a wider trend to verbalise nouns, i.e. using them as verbs, no longer as nouns. Example: here in England we're expected to use 'transition' as a verb, no longer as a noun. A common phenomenon?