和孩子做哲学：如何让孩子敢问、会问、爱问
On World Philosophy Day a Year 4 girl asked Dr Zhihao Yan, on camera, why am I me — the question that had sent him to a philosophy department and kept him there for seven years. This is his account of what children's philosophy is and is not. It is not a professor visiting a primary school: Matthew Lipman built P4C because he found his Columbia undergraduates rigid and incurious, which means the course was designed to fix children rather than to start from them, an original sin his Chinese colleague Liu Xiaodong names. He separates philosophical thinking from general critical thinking — it is meta, boundary-crossing, and asks after the presuppositions each subject is allowed to leave alone — and he argues children are philosophers without training: lovers of wisdom who do not yet know how to love it steadily. Then a transcript of a class arguing about love, kissing and marriage.
世界这么乱，孩子们如何思考未来：为什么哲学能力更重要了
Children growing up now have no settled narrative to inherit: truth is contestable, rules get rewritten, feeling outruns reasoning. Dr Zhihao Yan argues that before languages, coding or financial literacy, what has to be woken is the capacity to ask a question, test an inference, recognise dressed-up authority and stay honest under pressure. He shows how he picks topics — anchored in the news and in the children's own lives, because an abstract question asked cold gets nowhere. The Russia–Ukraine war becomes just wars, and then, scaled down, what you do when a classmate wrongs you. A ghostwriting scandal becomes the line between using AI and copying. He is candid about rating topics like films: a case of assisted death was too much head-on, so he approached it through organ donation instead.