The philosophy for children program with a nearly half a century history has opened up well among practical approaches to education and expanded rapidly in several countries, including Iran. The aim of this educational approach, more than anything, is nurturing higher order thinking by philosophical methods. Although all theoretical literature in this field focuses on student epistemic and philosophical development in Community of Inquiry, but in practice, teachers often face a lot of difficulties, either pulling the dialogues  from a philosophical path to a scientific or psychological path, Or even the philosophical dialogue blocks and epistemic progress will stop. Clinton Golding, a pioneer in the field of philosophy for children and a professor University of Melbourne Graduate School of Education, wrote a valuable article in an approach called "philosophical problem - philosophical resolution," in 2009 which became selected article.
In this paper, Golding refers in first to the wrong attitudes and definitions, as well as the ambiguities conceptions about philosophical progress in the philosophy for children, and then he offers his approach which is the identification thinking milestones through philosophical inquiry that helps students to keep their bearings as they move from philosophical problems to philosophical resolutions. Golding According to the theoretical framework of Lipman, Sharp, and other experts in the field of philosophy for children, and using the fundamental theory which support this program, such as the Dewey and Buchler's theories, provides an eight- stages Which present the stages of philosophical inquiry in a seemingly Linear and mechanistic sequence. In this way they can rich to reflective equilibrium through an effective and active dialogue.

Keywords: Epistemic progress, philosophical dedication, reflection balances, solutions, perceptions

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