Our guest in this episode isMegan Laverty, Professor of Philosophy and Education at Teachers College, Columbia University, and a leading voice in contemporary philosophy of education. Drawing on the work of Gareth Matthews, Iris Murdoch, and the Philosophy for Children movement, Megan explores education as a deeply ethical and dialogical practice that shapes not only what we know, but who we become.
Together, we discuss philosophy with children, the role of the humanities in democratic societies, and why professional education requires more than technical competence—it also calls for reflection, practical wisdom, and genuine dialogue. This conversation is an invitation to rediscover education as a process of human formation.
00:01:07 Philosophy for Children, Matthew Lipman & Gareth Matthews
00:05:46 Gareth Matthews' approach to philosophical dialogue with children
00:10:35 Learning concepts and becoming a better human being
00:14:38 Philosophical dialogue and the deepening of concepts
00:18:05 Why the humanities matter
00:24:25 Philosophy in times of war, crisis, and uncertainty
00:29:20 Professional education, reflection, and practical wisdom
00:35:19 Final reflections
Between Theory and Practice – Questions for Reflection
How might the insights from this dialogue inspire your own practice? The following questions are intended to inspire further inquiry, whether explored individually or in conversation with colleagues, students, or peers.
- Megan Laverty describes philosophical inquiry as beginning with people's own experiences and questions rather than predetermined answers. How might you create more opportunities in your own teaching, leadership, or professional practice for others to bring their genuine questions into dialogue?
- Throughout the conversation, Megan suggests that concepts such as friendship, courage, justice, or responsibility are not fixed definitions to be learned once and for all, but ideas that deepen through reflection and dialogue. Which concept is currently evolving in your own life or professional practice?
Literature:
- Laverty, M. J. (2025). The wartime quartet—Three years on. Philosophical Investigations, 48(4), 459–475.
- Mylonaki, E., & Laverty, M. J. (2025). A resolute reading of Metaphysics as a Guide to Morals. British Journal for the History of Philosophy, 33(3), 658–682.
- Haroutunian-Gordon, S., & Laverty, M. J. (2024). Introduction to Jean-Luc Nancy. Educational Theory, 74(6), 840–848.
- Gregory, M. R., & Laverty, M. J. (Eds.). (2022). Gareth B. Matthews: The child’s philosopher. Routledge.
- Hansen, D. T., & Laverty, M. J. (Eds.). (2021). A history of Western philosophy of education. Bloomsbury.
- Frank, J., & Laverty, M. J. (2021). Introduction: Considering Cora Diamond’s significance for philosophers of education. Ethics and Education, 16(1), 1–19.
- Laverty, M. J. (2019). Murdoch as educator. In N. Hämäläinen & G. Dooley (Eds.), Reading Iris Murdoch’s Metaphysics as a Guide to Morals (pp. 125–144). Palgrave Macmillan.
- Laverty, M. J. (2015). “There is no substitute for a sense of reality”: Humanizing the humanities. Educational Theory, 65(6), 635–654.
- Laverty, M. J. (2009). Learning our concepts. Journal of Philosophy of Education, 43(1), 27–40.
- Laverty, M. J. (2011). Learning our concepts. In S. E. Cuypers & C. Martin (Eds.), Reading R. S. Peters today: Analysis, ethics, and the aims of education (pp. 24–37). Wiley-Blackwell. (Reprinted from Journal of Philosophy of Education, 43(1), 27–40, 2009.)
