Dérives impactant la pérennisation de la philosophie pour enfants (P4C): Hiatus entre valeurs culturelle et hédoniste révélé par une enquête en contexte français.

The present paper examines the presuppositions that might accompany the current diversified practices of Philosophy for Children (P4C). A double system of tensions is presented on a theoretical level, based on recent literature on the benefits of P4C. The theoretical hypothesis of a renewal of expectations adjusted to certain characteristics of our societies is put forward, notably the short-circuiting of reflexive reason by the nudge trend and the self-development movement; each individual could distort the horizon of P4C, which would no longer correspond to Lipman's promises. A survey explores 330 responses that define this practice and identify the difficulties and skills associated with P4C. The average age for starting P4C is 6 years (+ or - 2/3 years). Conversely, the responses indicate tensions between sometimes existential, sometimes cultural objectives which, in line with our theoretical position, hinder the idea of a consensual P4C program. [ABSTRACT FROM AUTHOR]