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Khodagholi F, Mousavi M A, Ghaedi Y, Salarvandian S, Vosoughian F, Javadi M, et al . Looking at Philosophy for Children and Its Outcomes Through a Neuroscience Lens. BCN 2025; 16 (3) :551-568
URL: http://bcn.iums.ac.ir/article-1-2849-fa.html

Introduction: Philosophy for Children (P4C) is one of the most effective teaching methods, having various educational, cognitive, and emotional benefits for children. This method is based on three types of thinking: critical (logic), caring (ethics), and creative (aesthetics). This study aimed to review the various outcomes of applying this strategy in people with different genders, ages, and socioeconomic statuses (SESs) from a neuroscience perspective.
Methods: This is a narrative review study. The related studies were selected for review based on relevance to gender, age, and SES, and findings were categorized to highlight patterns and divergences in outcomes. 
Results: Evidence suggests that gender and SES can affect the effectiveness of P4C in certain aspects. However, the interaction between gender, age, and SES seems to shape the overall efficacy of P4C in nuanced ways.
Conclusion: The P4C has shown promising benefits for diverse populations. However, demographic variables such as gender, age, and SES may modulate its impact. Further interdisciplinary research is needed to clarify these interactions and optimize implementation strategies.