Heidegger's philosophy is considered one of the most influential contemporary philosophies. To understand this influence, one can look at the fields of knowledge in the twentieth century to reveal its footprint in phenomenology, psychiatry, art, and technology. With its question of Being, this philosophy is also meaningful in education, especially in the P4C program. Although one of the fundamental values of P4C, as an education that involves children in philosophical inquiry, is attention to thinking, reflection on Heidegger's ontological thinking has been neglected. Answering the question of how Heidegger's views provide an opportunity for ontological thinking in P4C is the most crucial goal the present research pursues. The research methodology is descriptive-analytical. Therefore, the fundamental role of the question of Being in being-in-the-world, everydayness, being-with-others, and care and solicitude of Dasein were extracted and described from Heidegger's works, especially Being and Time, using the library method. Then, by analyzing these foundations in the Philosophy for Children program, we tried to achieve a new understanding of children's philosophical thinking. The findings showed that P4C can open up a possibility for children's question of Being so that they do not fall into the existential aspect of being-with-others and do not surrender to everydayness. Rather, in everyday caring situations, their choices are accompanied by ontological thinking.
 
Keywords: Being, Heidegger, P4C, Being-In-The-World, Being-With-Others, Care.
1. Introduction
The Philosophy for Children (P4C) program, as an innovative educational approach, aims to cultivate critical, creative, and caring thinking in children. Within this context, Heidegger’s ontological thought—with its emphasis on the “question of being,” “being-in-the-world,” and “possibilities of existence”—offers a new conceptual framework that can deepen the goals of this program. Heidegger introduces the human as Dasein, a being fundamentally related to Being itself, thereby opening up possibilities for children to authentically engage with themselves, others, and the world. This study seeks to explore how Heideggerian thought can contribute to P4C by fostering a more existential and foundational mode of thinking in children.
 
2. Materials & Methods
This study is theoretical and foundational in nature and follows a descriptive-analytical method. It begins by extracting core Heideggerian concepts—particularly from Being and Time—such as the “question of Being,” “truth as aletheia (unconcealment),” “being-in-the-world,” “being-with-others,” and “care (Sorge).” These concepts are then analyzed in the context of the P4C program to evaluate their pedagogical implications. Primary Heideggerian texts, along with contemporary interpretations and commentaries, form the basis of the research.
 
3. Discussion & Result
The analysis reveals that Heidegger’s ontological concepts can enrich philosophical education for children. The question of Being, considered by Heidegger as the fundamental inquiry of philosophy, allows children to understand their identity not as a set of fixed definitions but through their relationship to existential possibilities.

The concept of being-in-the-world directs children’s awareness toward their embeddedness in a world of relations, where understanding of self, others, and objects arises only through engagement.
Being-with-others emphasizes the social and intersubjective dimensions of existence. Heidegger warns that the everyday dominance of the impersonal “they” (das Man) leads Dasein to fall into chatter, idle curiosity, and ambiguity—three inauthentic modes that compromise genuine thinking.
Conversely, care and solicitude (Fürsorge) highlight the possibility of cultivating children who are not only concerned with their own being but also with the being of others. Such children, when supported through ontological reflection, can engage in responsible and mindful relations with the world.
 
4. Conclusion
The P4C program, when enriched with ontological reflection, moves beyond formal logic and argumentation to engage children in authentic, transformative thinking. Heidegger’s view of the child as Dasein—an entity open to possibilities—emphasizes the importance of existential agency and the refusal to passively inherit the thought patterns of “the they.”

The findings of this study suggest that incorporating Heidegger’s philosophy into P4C fosters a dynamic identity formation process, where children interpret themselves, others, and the world in an ongoing, evolving dialogue.

Truth, from a Heideggerian standpoint, is not the logical correspondence between thought and reality but rather the unconcealment of beings. This reinterpretation can liberate children from restrictive cognitive models and allow them to explore Being through wonder, questioning, and dialogue.
The program can thus transform into a space for ontological awakening—where the child not only asks “what is true?” but “how is truth revealed to me through my existence?”
Ultimately, the incorporation of care, solicitude, and being-with into P4C ensures that children are empowered to relate responsibly to their world and to others, while developing a reflective awareness of their unique possibilities for being.