**4.7 Limitation**

The obvious limitation of this study is that it focuses only on one project with rather small groups of teachers and students. It is thus not possible to generalize directly to other contexts. Regardless of the limitation, the study might serve as an inspiration for teacher practitioners who want to try out the Dialogos approach to philosophizing in their classroom, or for researchers who would like to study educational processes through Dialogos or similar approaches in action research in their own context. As such, the article describes the Dialogos approach and three dialog formats in such a way that teachers can try them out in their own classrooms.

As to further research, it would also be interesting to try out the Dialogos approach on a broader scale, nationally as well as internationally. The processes could be researched through quantitative methods as well as qualitative.

However, because this study is based on several years of similar action and practice-research (see for instance [4, 35, 36]), we are bold enough to claim that the Dialogos approach to philosophizing is a fruitful way to contribute to education not only for sustainable development, but more generally as an approach to dialogic learning-and-teaching.

## **5. Conclusion and final remark**

The guiding question of this paper asks *how* training teachers in philosophizing the Dialogos Way might promote dialogic learning-and-teaching, and support education for sustainable development. First, we presented theoretical and practical approaches on the topics of education for sustainable development and philosophizing the Dialogos Way. Here, we emphasized the importance of focusing both on the development of dialogical attitudes, knowledge of ways of philosophizing, as well as dialog facilitation skills. We argued that this form of pedagogy requires an open attitude not only towards the students, but also towards the content. The role of the students is to act as collaborative "wisdom searchers". Together with the teacher as a questioning guide, they openly, reflectively and dialogically explore topics from multiple perspectives together with their classmates (see [3, 4]. We then explained and described three dialog formats, namely the Socratic dialog (SD), Philo Café, and Philosophy for Children (P4C), all being used in the work with the teachers as described in section 3 and discussed in section 4. Based on the process description and discussion, we intended to show *how* teachers' attitudes and skills with regards to philosophizing the Dialogos as a way of promoting education for sustainable development can be practiced. And it appears to be through regular practice that philosophizing the Dialogos Way can contribute to the enhancement not only of skills, but also of important attitudes, insights and awareness needed for teachers and teacher students in the 21st Century.
