In the 1960s, due to the urgent need to work with young people and develop critical thinking, Matthew Lipman started a philosophical direction aimed at developing and practicing critical thinking, and encouraging and developing argumentative skills when it comes to children. This direction, also known as „philosophy for children“ is more and more lively and rich, and it is part of an even broader direction :„philosophy with children“. The latter implies all forms of inclusion and connection between philosophy and children. In working with children, Socrates' dialogic method has proven to be particularly effective. The most important supporter of this method today is the French philosopher Oscar Brenifier. This paper shows his contribution when it comes to his work with children. The aim of the paper is to show Brenifier's use of Socrates' dialogical method and to show its advantages and disadvantages. Furthermore, consider the types of philosophical discussions, how to organize them in class and what their goals are. Get to know the new role of a teacher. Consider instructions for coordinating a philosophical discussion in class. Also familiarize yourself with the criteria for evaluating students in this form of work. Finally, we will consider the variety of philosophical topics that we can assign for discussion, and support them with concrete examples.