 One of the more attractive features of the IAPC approach to Philosophy for Children for many teachers has been that it promotes the idea of the classroom as a “community of inquiry” in which students openly and respectfully exchange ideas. Each student is regarded as having the potential to make valuable contributions to the topics under consideration. Students are encouraged to develop good listening skills, responsiveness to what others say, willingness to try to support one’s own ideas with good reasons, and openness to the possibility that one should modify one’s beliefs in light of new considerations. In short, the classroom is designed to reinforce the student’s potential for reasonableness. This involves more than being able to engage in skillful reasoning. As Laurance J. Splitter and Ann Margaret Sharp put it (Splitter and Sharp, p. 6):