 For this to work, it must be possible for children in the classroom to engage in sustained philosophical discussion with others. As already noted, Gareth Matthew’s writings provide ample evidence that children are capable of having interesting, if not profound, philosophical thoughts. Less obvious, however, is children’s ability to sustain and develop this with others. Anecdotes of young children spontaneously sharing a philosophical thought with an observant adult are not sufficient. Matthews’ Dialogues With Children provides good evidence that children can go well beyond this. Other examples of substantial philosophical conversations of children found in Lone (2012, 2021), McCall (2009), Pritchard (1996, 2022), Shapiro (2012), and Wartenberg (2009, 2013), among many others, should leave little doubt that children have this ability.