本文旨在探討李普曼為兒童設計哲學課程的意義，並且分析其背後所蘊含的課程目標。首先，兒童哲學課程的意義，共有三個面向：第一是制度面，批判美國教育的缺失；第二是兒童面，滿足兒童對意義的渴望；第三是功能面，促進各學科的學習。其次，兒童哲學課程的目標，共有四點：第一，培養推理的能力；第二，培養創造的能力；第三，培養倫理關懷的能力；第四，培養探索意義的能力。最後，李普曼提倡的兒童哲學課程，使兒童勇於面對自己的問題，關注每位團體成員的意見，大家都能自由表達，受到尊重，依據合理事實，做出正確的判斷，達成探究的目的。這種民主精神的展現，也尌是個性與群性的調和。

The purpose of this study is to illuminate the meaning and goals of Lipman’s curriculum of Philosophy for Children. First, Lipman had three reasons to promote his projects: (1) to criticize American education; (2) to satisfy children’s need of inquiry ; (3) to facilitate children’s thinking ability and learning strategy of all subjects. Second, the currculum goals are to cultivate the ability to reasoning, creating, moral caring, and searching meaning. Finally, the author emphasized the importance of Lipman’s programs of Philosophy for Children in Taiwan, which is to encourage students to face their problems consistently, to consider other’s suggestions seriously, and to make decisions independently.