Abstract

Starting from the results of the PISA 2015 surveys on the competence of collaborative problem solving, the article offers a critical reflection of the construct of 'competence' through the lens of the Capability Approach and presents the Philosophy for Children Curriculum as a pedagogical and didactic proposal able to re-conceptualize the constructs of 'problem solving' and 'collaboration'. In the light of the 'Complex Thinking' theory and the classroom methodology of 'community of inquiry', the real possibilities offered by this educational proposal are considered and discussed, to rethink education for citizenship by basing its potential on the value of collective agency and wondering at the world.