 Although there is continued use of IAPC materials, recent years have been marked by a proliferation of alternative teaching resources and ways of engaging children in philosophical discussions. For years Gareth Matthews contributed reviews of children’s stories to Thinking, then IAPC’s official journal (even though IAPC’s own teaching materials made no use of other children’s literature). This inspired Tom Wartenberg (2009, 2013) to develop his highly successful pre-college philosophy program at Mt. Holyoke College (MA), a prize winning program that is built around classic children’s stories. His website offers a wealth of materials on children’s literature that are designed to provide guidance for those wishing to pursue philosophy with children. Karen Murris was an early objector to Lipman’s resistance to using illustrated materials (Morris, 1992). She and Johana Haynes offer a detailed account of the philosophical importance of picture books (Murris and Haynes, 2012 and Murris, 2016). Peter Worley, head of England’s Philosophy Foundation has written several stimulating books for teachers and students that make no use of IAPC materials. Australia’s Phil Cam has assembled a variety of stories suitable for philosophical use with children. In short, there is a rapidly growing list of resources that show great promise for engaging children in philosophical discussions. (See, for example, DeHaan et al. 1995; Fisher 1998; Keen 1997; Lewis and Chandley 2012; Lone 2012 &amp; 2021; McCall 2009; Murris 1992, 2016; Sprod 2001, and White 2000). Questions: Philosophy for Young People, a periodical sponsored by the American Philosophical Association’s Pre-College Philosophy Committee, features young people’s writings on special philosophical topics. The first issue (Spring 2001) focused on children’s rights.