This study, employing a quasi-experimental pretest-posttest design with a control group, investigated the effectiveness of the "Philosophy for Children" program on holistic learning and learning motivation. The statistical population consisted of fourth to sixth-grade students in Tehran's public elementary schools during the 2022-2023 academic year. From this population, 120 students were selected via multi-stage cluster sampling and randomly assigned to either an experimental group (60 students) or a control group (60 students). The experimental group received training in the "Philosophy for Children" program over 10 sessions. Data collection tools included a researcher-made holistic learning questionnaire, the standardized Harter Learning Motivation Questionnaire, and a structured observation checklist. The data were analyzed using independent t-tests, paired t-tests, Pearson's correlation coefficient, and analysis of variance. The findings revealed that implementing the program had a significant positive effect on increasing holistic learning and enhancing the learning motivation of students in the experimental group. A significant positive correlation was also observed between these two variables. Qualitative data from observations indicated the strengthening of critical thinking, creativity, problem-solving, and social interaction skills among the students. The program's impact was similar for both girls and boys; however, sixth-grade students showed greater improvement compared to the lower grades. In conclusion, the "Philosophy for Children" program, as an effective educational strategy, can help foster students' intellectual, emotional, social, and moral dimensions simultaneously by creating a dynamic, inquiry-based community environment, thereby increasing their intrinsic motivation to learn.