Abstract
Philosophy for children is an educational movement that includes diverse goals that are not always clearly articulated by theorists and practitioners. In order to navigate the multitude of aims found in the philosophy for children literature I propose distinguishing between the following categories of goals: aims of education; educational goals of philosophy for children (internal and external); goals of a community of philosophical inquiry (procedural, epistemic, encounter, community, telos); goals of the facilitator; and goals of the children. The definitions of these various types are given along with some examples of how the distinctions between them can be of aid in understanding the approaches, criticisms, and practice of philosophy for children.
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