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Philosophy in Schools is a complex educational practice, unfamiliar to most teachers and philosophers, subtly different to similar forms of education, and so easy to misunderstand and mishandle. Because of this, a common worry for practitioners is whether they are doing it properly. Given this slipperiness of Philosophy in Schools, one of my main concerns has been to give an account that would be useful; that could guide practitioners to teach well. I presented my first account in a 2006 article ‘What is Philosophy in Schools? ’ which was based on 14 years ’ experience as a Philosophy in Schools teacher and teacher educator. Now, by invitation of the editors, I have the privilege to present a re-worked, improved account. This builds on and synthesises my previous publications, but it also significantly refines anything I have previously written, and is the culmination of my work in Philosophy in Schools. I use the term Philosophy in Schools to refer to the tradition of philosophical education founded by Matthew Lipman, which involves engaging students in a community of philosophical inquiry. This tradition derives from the Philosophy for Children programme, and the novels and materials developed by Lipman and others at the Institute for the Advancement of Philosophy for Children (for example, Lipman 1982