Enriching Complex Thinking Through Humor: A Phenomenological Study of P4C in Educational Practice

Humor represents a fundamental dimension of human experience that permeates both educational settings and life itself. Yet, despite its ubiquity, its pedagogical potential has often remained underexplored in contemporary educational research. This doctoral thesis, Enriching Complex Thinking Through Humor: A Phenomenological Study of P4C in Educational Practice, investigates the relationship between humor and the enrichment of complex thinking within the framework of Philosophy for Children (P4C). This research documents the education of thinking with humor, as well as the education of thinking about humor, within the framework of Philosophy for Children.