Young people’s dystopian novels as a laboratory for philosophical thought

This article argues that the literary characteristics of the dystopian children’s novel predispose it to philosophy. To support this thesis, I show the limits of Lipman and Sharp’s conception and use of literature in Philosophy for Children. Next, I examine the specific value of literature, particularly science fiction, in fostering philosophical reflection. Finally, I describe the dystopian reading pact and its potential for developing philosophical dispositions in adolescents, among others.