This piece maintains that, despite 50+ years of successful practice and development, Philosophy for Children (henceforward, P4C) is undervalued--but that, suitably re-presented, it may yet become the most important agent of educational change of the 21st century: a change that is essential, if not existential, given the challenges facing humanity. The recommendation is to present P4C not so much as a specialised practice, but rather as the basis for a general pedagogy, suitable for teachers of any subject or age. This pedagogy is given the name 'Philosophical Teaching-and-Learning' (PTL), because its 6 interweaving strands draw on the tradition of philosophy itself--as well as on P4C practice. The article gives an overview of, and rationale for, the pedagogy, then focuses particularly on the 6th strand--'virtues-valuing'--as being the most encompassing, but also the most exigent. If every teacher, pre-service and in-service, were introduced to P4C and then committed to developing these strands--especially the 6th one--in their teaching, humanity might just have the makings of an educational system fit for purpose.