源自美國馬修．李普曼（Matthew Lipman）教授的兒童哲學項目在上世紀八○年代末便引入中國大陸，經過三十年的洗禮，現已成為一隻推進基礎教育課程改革、加快兒童學（paedology）領域建設的重要力量。本文的主要目的首先是站在兒童學的立場上，解構教育、心理和哲學界在兒童哲學的界定、兒童的形象、兒童哲學的價值與意義等方面所存在的爭議。其次是從課程的角度出發，釐清兒童哲學在大陸的本土化實踐歷程，包括課程設置、課程資源的開發、課程實施的模式與方法以及師資培育等，揭示兒童哲學在這些實踐領域所遭遇的困境並分析已有的解決方案。最後，本文認為對兒童哲學的理論研究必須擺脫已被過度強化的實踐取向，而應從更廣泛的兒童學領域出發，將重心延伸至童年哲學，以強化其哲學研究的特色，才能為兒童哲學的深度發展締造出新的可能空間；而在實踐層面則必須基於本國教育情境，開展更多深度的田野研究並研發適合本土的課程資源，才能更有效地普及和推廣兒童哲學。

Created by the American philosopher of Matthew Lipman and introduced to mainland China since the end of 1980s, philosophy for children (P4C) has become one of the major forces of deepening the curriculum reform in basic education and of accelerating the construction of paedology. The primary objective of this paper is to reconstruct the controversies of P4C such as the definition of philosophy for children, the image of children, and the values of philosophy for children among educators, psychologists and philosophers. The paper also endeavors to clarify the localization process of P4C in mainland China, including the curriculum setting, the development of curriculum resources, the models and methods of curriculum implementation, and the teacher training, in order to demonstrate the specific dilemmas most practitioners face and the possible solutions. Finally, the author suggest that the theoretical research of P4C shift from the overestimated practical orientation, to the new direction of the philosophy of childhood, so that the philosophical characteristic could be manifested to create new possible spaces for the deeper development of P4C; and the practical research be built on the Chinese educational context, by conducting more field investigations and designing more curriculum resources with local features, to more effectively popularize and spread the P4C program.