Books

Cam, P., Thinking Stories 1: Teacher Resource/Activity Book (Sydney: Hale & Iremonger, 1993). Republished in German (1996), Latvian (1997), Korean (2003), Farsi (2009)

Thinking Stories 2: Teacher Resource/Activity Book (Sydney: Hale & Iremonger, 1994). Republished in German (1997), Latvian (1997), Farsi (2009)

Thinking Together: Philosophical Inquiry for the Classroom (Sydney: Hale & Iremonger/PETA, 1995). Republished in German (1996), Farsi (2009), Japanese (2015).

Thinking Stories 3: Philosophical Inquiry for Children (Sydney: Hale & Iremonger, 1997). Republished in Spanish (1999), Farsi (2009)

Thinking Stories 3: Teacher Resource/Activity Book (Sydney: Hale & Iremonger, 1997). Republished in Spanish (1999), Farsi (2009)

Twister, Quibbler, Puzzler Cheat (Sydney: Hale & Iremonger, 1998)

Twenty Thinking Tools: Collaborative Inquiry for the Classroom (Melbourne: ACER Press, 2006). Republished in Finnish (2020), Dutch (2020).

Cam, P., Fynes-Clinton, L., Harrison, K., Hinton, L., Scholl, R. and Vaseo, S., Philosophy with Young Children—A Classroom Handbook (Canberra: Australian Curriculum Studies Association, 2007). Republished in Farsi (2018)

Philip Cam, Sophia’s Question (Sydney: Hale & Iremonger, 2011)

Sophia’s Question: Teacher Resource Book (Sydney: Hale & Iremonger, 2011)

Teaching Ethics in Schools (Melbourne: ACER Press, 2012). Republished in Japanese (2015)

Philosophy Park (Melbourne: ACER Press, 2013)

Philosophy Park: Teacher Resource (Melbourne: ACER Press, 2013)

Philosophical Inquiry: Combining the Tools of Philosophy with Inquiry-Based Teaching and Learning (Lanham, MD: Rowman & Littlefield, 2020)

Books Edited

Cam, P. (ed.), Thinking Stories 1: Philosophical Inquiry for Children (Sydney: Hale & Iremonger, 1993). Republished in German (1996), Latvian (1997), Korean (2003), Farsi (2009)

Cam, P. (ed.), Thinking Stories 2: Philosophical Inquiry for Children (Sydney: Hale & Iremonger, 1994). Republished in German (1997), Latvian (1997), Farsi (2009)

Cam, P., Cha I and Tamthai, M., Philosophy and Democracy in Asia (Seoul: Korean National Commission for UNESCO, 1997)

Cam, P., Cha, I, Tamthai, M. and Reyes, R. (eds.), Philosophy, Culture and Education (Seoul: Korean National Commission for UNESCO, 1999)

Cam, P., Tamthai, M. and Tachikawa, A., Science and Human Values in Asia Today (Seoul: Korean National Commission for UNESCO, 2001)

Cam, P., Philosophy, Democracy and Education (Seoul: Korean National Commission for UNESCO, 2003)

Cam, P., Ibana, R., and Van Duc, P., (eds.), Philosophical Perspectives on Globalisation (Seoul: Korean National Commission for UNESCO, 2006)

Contributions to Books

Cam, P., ‘Notes toward a faculty theory of consciousness,’ in P. Slezak & R. Albury (eds.), Computers, Brains and Minds (Kluwer, 1989), pp. 167-191.

‘Introduction, or Making a beginning,’ in Thinking Stories 1 (Sydney: Hale & Iremonger, 1993), pp.7-13.

‘Just like magic,’ in Thinking Stories 2 (Sydney: Hale & Iremonger, 1994), pp. 72-79.

‘Self and self-knowledge in Pixie,’ in Ann Margaret Sharp and Ronald Reed (eds.) Studies in Philosophy for Children: Pixie (Madrid: Toreo, 1997).

‘Philosophy in the primary school,’ in P. Cam et al (eds.), Philosophy and Democracy in Asia (Seoul: Korean National Commission for UNESCO, 1997), 137-151.

‘Making philosophy matter,’ in P. Cam et al (eds.), Philosophy, Culture and Education (Seoul: Korean National Commission for UNESCO, 1999), pp. vii-xvi.

‘Philosophy and culture,’ in P. Cam et al (eds.), Philosophy, Culture and Education (Seoul: Korean National Commission for UNESCO, 1999), pp. 3-15.

‘Filosofia e liberdade,’ in Walter Kohan and Bernardina Leal (eds.), Filosofia para Crianças: Em Debate (Petrópolis: Editora Vozes, 1999), pp. 283-292.

‘Philosophy, democracy and education: Reconstructing Dewey,’ in In-Suk Cha (ed.), Teaching Philosophy for Democracy (Seoul: Seoul National University Press, 2000), pp. 158-181.

‘Science and human values,’ in P. Cam et al (eds.), Science and Human Values in Asia Today (Seoul: Korean National Commission for UNESCO, 2001).

‘Toward a more deeply democratic way of life,’ in P. Cam (ed.), Philosophy, Democracy and Education (Seoul: Korean National Commission for UNESCO, 2003).

‘Globalization and democracy,’ in Cam, P., Ibana, R., and Van Duc, P., (eds.), Philosophical Perspectives on Globalisation (Seoul: Korean National Commission for UNESCO, 2006).

‘Dewey’s continuing relevance to thinking in education,’ in Charlene Tan (ed.), Philosophical Reflections for Educators (Singapore: Cengage Learning, 2008), pp. 31-39.

‘Dewey, Lipman and the tradition of reflective education,’ in Michael Taylor, Helmut Schreier and Paulo Ghiralelli Jr. (eds.), Pragmatism, Education and Children: International Philosophical Perspectives (Amsterdam and New York: VIBS, 2008), pp. 163-181.

‘Philosophy, Dialogue and Difference,’ in Darryl R.J. Macer and Souria Saad-Zoy (eds.), Asian-Arab Philosophical Dialogues on Globalization, Democracy and Human Rights (UNESCO, 2010), pp. 21-28.

‘Educating for tolerance,’ in Elizabeth Burns Coleman and Kevin White eds., Religious Tolerance, Education and the Curriculum (Sense, 2011).

‘Three Ways of Conceptualizing the Global: The Universal, the Holistic and the Macrocosmic,” in Darryl R.J. Macer (ed.), Asian-Arab Philosophical Dialogues on Culture of Peace and Human Dignity (UNESCO, 2011), pp. 89-98.

‘Grandma and Grandpa: Teaching Guide,’ in Southeast Asian Wisdom Stories for Sustainable Development (Pasay City, Philippines: UNESCO/National Commission of the Philippines Social and Human Sciences Committee, 2012), pp. 62-69.

‘The theory of education made flesh,’ in Maughn Rollins Gregory and Megan Jane Laverty (eds.), In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education (London: Routledge, 2017), pp. 29-37.

‘Writing for children and teachers: A philosophical journey,’ in Gilbert Burgh, et al. (eds.), Philosophical Inquiry with Children: The development of an inquiring society in Australia (Routledge, 2019), pp. 121-130.

Journals and Proceedings

Cam, P., ‘Rorty revisited or Rorty revised?’ Philosophical Studies 33 (1978), 377-86.

‘Dennett on intelligent storage,’ Philosophy and Phenomenological Research 45 (1984), 247-61.

‘Consciousness and content-formation,’ Inquiry 27 (1984), 381-97.

‘Phenomenology and speech dispositions,’ Philosophical Studies 47 (1985), 357-68.

‘Propositions about images,’ Philosophy and Phenomenological Research 48 (1987), 335-38.

‘Modularity, rationality and higher cognition,’ Philosophical Studies 53 (1988), 279-94.

‘Searle on strong AI,’ Australasian Journal of Philosophy 68 (1990), 103-8.

‘Insularity and the persistence of perceptual illusion,’ Analysis 50 (1990), 231-35.

‘Inner Speech,’ Proceedings of the First National Conference on Critical Thinking and Philosophy for Children (University of Melbourne, 1991)

‘Philosophy for children–Something to think about,’ Classroom 7, 92 (August, 1992), 14-16.

‘Philosophy for children: The basic idea,’ Alumni Papers, Dec-Feb, 1992-93, 22-23.

‘A philosophical approach to moral education,’ Critical & Creative Thinking, Vol. 2, No. 2 (Oct., 1994), 19-26.

‘Against indoctrination: A reply to Davson-Galle,’ Critical & Creative Thinking, Vol. 3, No. 1 (March, 1995), 35-37.

‘Philosophy Teaching in Australia,’ in Philosophy and Democracy in Asia and the Pacific: Proceedings of the Regional Meeting of Specialists in Philosophy Teaching, Seoul, Korea, 27-29 September 1995 (Seoul: Korean National Commission for UNESCO, 1995), 15-24.

‘Philosophy Curricula at the Secondary and University Levels and in Distance Education,’ in Philosophy and Democracy in Asia and the Pacific: Proceedings of the Regional Meeting of Specialists in Philosophy Teaching, Seoul, Korea, 27-29 September 1995 (Seoul: Korean National Commission for UNESCO, 1995), 90-100.

‘Philosophy and freedom,’ Thinking, Vol.15, No. 1 (2000), pp. 10-13.

‘Learning to think as whole human beings,’ Ethik und Sozialwissenschaften, (Jg. 12/2001, Heft 4), pp. 423-425.

‘Fact, value and philosophy education,’ Critical and Creative Thinking, Vol. 10, No. 1 (March, 2002), pp. 21-28.

‘The Question Quadrant,’ Critical and Creative Thinking, Vol. 11, No. 2 (April, 2003), pp. 61-64.

‘Globalisation and democracy,’ Triết học, Vol. 177, No. 2 (Hanoi: Institute of Philosophy, Vietnamese Academy of Social Sciences, 2006), pp. 39-45.

‘Philosophy and the School Curriculum,’ Proceedings of the Conference on Philosophy in Schools (Singapore: STU, 2006), pp. 23-38.

‘Philosophy and the School Curriculum: Some General Remarks,’ Critical and Creative Thinking, Vol. 14, No 1 (May, 2006), pp. 35-51.

‘The two Adam Smiths’, Think Volume 7, Issue 20 (Winter 2008), pp. 107-112.

‘Educating for democracy,’ Diogenes, Vol. 56, Issue 4 (2009), pp. 37-48.

‘Pragmatism and the Community of Inquiry,’ Childhood and Philosophy, Vol. 7, No. 13 (2011), pp. 103-119.

‘Matthew Lipman,’ Diogenes, 58: (2013), pp. 116-118.

Interview with Saeed Naji, Childhood & Philosophy, Vol. 9, No. 17 (2013), pp. 153-170. Reproduced in Saeed Naji and Rosnani Hashim (eds.), History, Theory and Practice of Philosophy for Children (London: Routledge, 2017), pp. 118-128.

‘Philosophy for Children, Values Education and the Inquiring Society,’ Educational Philosophy and Theory, Vol 46, No. 11 (October, 2014), pp. 1203-2111

‘On the philosophical narrative for children,’ Childhood & Philosophy, Vol.11, No. 21 (2015), pp. 37-53

Commentary on Matthew Lipman, ‘The educational role of philosophy,’ Journal of Philosophy in Schools, Vol. 1, 1 (2015), pp. 4-14.

Commentary on Ann Margaret Sharp, ‘The other dimension of caring thinking,’ Journal of Philosophy in Schools, Vol. 1, 1 (2015), pp. 15-21

‘A philosophical approach to moral education,’ Journal of Philosophy in Schools, Vol. 3, 1 (2016), pp. 5-15. (A Japanese version was also published in the Annuals of Ethical Studies, Ringigaku Kenkyu, Vol. 46, in June 2016.)

‘Basic operations in reasoning and conceptual exploration,’ Journal of Philosophy in Schools, Vol 3, 2 (2016), pp. 7-18.

‘The generic argument for teaching philosophy,’ Journal of Philosophy in Schools, Vol 5, 1 (2018), pp. 59-75

‘The cooperative principle and collaborative inquiry,’ Journal of Philosophy in Schools, Vol 5, 2 (2018), pp. 5-16.

‘Philosophy for Children.’ Oxford Bibliographies in ‘Philosophy’, Ed. Duncan Pritchard (New York: Oxford University Press, 2018).

‘Review of Michael Hand, A Theory of Moral Education.’ Journal of Philosophy in Schools, Vol 6, 1 (2019), pp. 116-120.

‘Directive teaching in the community of moral inquiry,’ Journal of Philosophy in Schools, Vol. 7, 2 (2020), pp. 21-28.

‘A Model of Philosophical Discussion in the Classroom,’ Analytical Teaching and Philosophical Praxis, Vol. 41, 1 (2021), pp. 27-42.

‘Thinking as Method,’ Analytical Teaching and Philosophical Praxis, Vol. 43, 1 (2023), pp. 1-13.

‘Acts of thought,’ Journal of Philosophy in Schools, Vol. 10, 2 (2023), pp. 65-80.

‘Cultivating open-mindedness through the Community of Inquiry,’ Analytic Teaching and Philosophical Praxis, Vol. 44, 2 (2024), pp. 1-13.   

Major external teaching

Montclair State University (New Jersey): Periodic teaching in the international program in Philosophy for Children from 1991-2001. Teaching in the Ed. D. program in Philosophy for Children, (2000, 2001)

Iberoamericana University (Mexico City): Teaching in the PhD program in Philosophy for Children (1994, 1995)

Philosophy for Children Seminar programs—Russia: Institute of Philosophy and Institute of Education, Russian Academy of Sciences, Moscow (1993), V.I. Lenin Moscow State Pedagogical University (1994, 1996), Youth Institute (1998); England: SAPERE (1993, 2014), Suffolk (2007, 2008), Scotland (2008); Latvia: Department of History and Philosophy, University of Latvia, Riga (1996); Norway: Oslo (2008); Singapore: National Institute of Education (2004), Singapore Teachers Union (2004-2016), Association for Philosophy in Learning (Singapore) (2017); Czech Republic: University of Southern Bohemia (2013); Netherlands: Centrum Kinderfilosofie (2013); Hong Kong: Hong Kong University Graduates Association Education Foundation (2016, 2017, 2018)

Australasian Teacher Educator Workshop Programs for the Federation of Australasian Philosophy in Schools Associations (1993, 1997, 1998, 2000, 2001, 2002, 2003, 2004, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015, 2016, 2017)

Conference organisation

Convenor, Australasian Association of Philosophy Conference (1985)

Convenor, Second Annual Conference of the Federation of Australasian Philosophy for Children Associations, UNSW (1992)

Convenor, Annual Conference of the Federation of Australasian Philosophy for Children Associations, Goethe-Institut, Sydney (1993)

Convenor, Annual Conference of the Federation of Australasian Philosophy for Children Associations, University of Sydney (1996)

Convenor, Fourth Biennial Conference of the Asia-Pacific Philosophy Education Network for Democracy, UNSW (2002)

Convenor, Conference of the Federation of Australasian Philosophy in Schools Associations, UNSW (2010)

Convenor, Conference of the Federation of Australasian Philosophy in Schools Associations, University of Notre Dame, Sydney (2013)

Convenor, Conference of the Federation of Australasian Philosophy in Schools Associations, Australian National University, Canberra (2014)

Other professional involvements

Chair, Federation of Australian Philosophy in Schools Associations (1991-93, 1996-97, 2012-14)

President, Philosophy for Children Association of NSW (1990-93, 2003-2018)

Secretary, Philosophy for Children Association of NSW (1996-1998)

Vice-President of the Asia-Pacific Philosophy Education Network for Democracy (APPEND), (1995-2000)

President of the Asia-Pacific Philosophy Education Network for Democracy (APPEND), (2001-2011)

Consultant to the Institute for the Advancement of Philosophy for Children, Montclair State University, New Jersey (1991-2001)

Consultant to the Institute of Philosophy, Russian Academy of Sciences, the Department of Cultural Studies, Moscow State Pedagogical University and to the Institute of Youth, Moscow (1993-1998)

Consultant to the Singapore Teachers Union, Singapore (2004-2016)

Consultant to the New Basics Branch, Education Queensland (2004-2005)

Consultant to Stanmore Public School, Quality Teaching Project (2006-7)

Consultant to Raffles Girls School, Singapore (2008)

Consultant to the St James Ethics Centre to develop a pilot ethics program for use in schools and to run a training program for facilitators (2009-2010)

Consultant to the Australian Curriculum, Assessment and Reporting Authority to develop to help develop a curriculum for Ethical Understanding (2011)

Consultant to Primary Ethics to write ethics curriculum materials for use in schools and train facilitators (2010-2011)

Consultant to the Victorian Curriculum and Assessment Authority to review the curriculum on Ethical Understanding (2013, 2014)

Consultant to Singapore Chinese Girls School (2012)

Consultant to the Victor Fairfax Family Fund (2016)

Consultant to the Hong Kong University Graduates Association Education Foundation (2016, 2017, 2018)

Member of the Australasian Association of Philosophy committee on Philosophy in the Community (2022)

Co-Chair of the section on Philosophy with Children for the Philosophy World Congress 2024

Since 1990, I have been extensively involved in in-service programs in Philosophy in Schools for teachers and teacher educators. That includes having run well over 100 workshops in NSW, ACT, Queensland, Victoria, South Australia and Tasmania during that period, as well as workshops in the USA, UK, New Zealand, Netherlands, Norway, Russia, Latvia, Czech Republic, Philippines, Singapore and Hong Kong.