This book examines moral responsiveness and thinking in a mixed gender class of primary school children, and offers a theoretical perspective on children s ability to think together about morality in a community of enquiry and on related issues of pedagogy. It tracks development in children s moral awareness, looking at gains and losses from middle to late childhood, and focuses on cognitive skills, notions of moral rectitude, and interpersonal relationships and friendship. The study demonstrates how, through participation in a community of enquiry such as Thinking Time Philosophy with...