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The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills within communities of enquiry, the further claim (...) |
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Socratic teaching is popularly understood as aggressively questioning randomly called-on students, but this is a model that many educators have moved away from. The focus has shifted to eliciting and facilitating critical dialogue among willing participants. I would argue that this helpful shift still misses an essential element of Socratic teaching that can be gleaned from some of Plato’s early dialogues. The most crucial dimension of Socrates’ pedagogy is the function of the educator as an exemplar. I develop an account (...) |
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What is at stake in high school philosophy education, and why? Why is it a good idea to teach philosophy at this level? This essay seeks to address some issues that arose in revising the Ontario grade 12 philosophy curriculum documents, significant insights from philosophy teacher education, and some early results of recent research funded by the federal Social Sciences and Humanities Research Council in Canada. These three topics include curricular disputes, stories of transformation from philosophy student to philosophy teacher, (...) |
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Like many others, I have resisted the idea that education, in general, is a form of training. We always talk about training for something, while an educated person is not educated for any one thing. But for this very reason, I do not wish to abandon the term ‘teacher training’ in favor of ‘teacher education’, although ideally I would prefer to speak of ‘teacher preparation’ because the term ‘training’ always reminds me of monkeys. I shall use the terms ‘training’ and (...) |
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How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore what it (...) |
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What is philosophy about? Has it a content all its own? A method? This paper examines a few responses to these questions. At the extremes are the Proper Content and the No Content views. The former identifies philosophy with a delimited set of core issues. The latter, abandoning any proper subject-matter for philosophy, identifies it with a core modus operandi. Neither of these is especially compelling. More dynamically conceived is the Vanishing Content view which sees philosophy as continually and inevitably (...) |
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Abstract: This article offers a perspective on the role of philosophy in relation to other academic disciplines and to society in general. Among the issues treated are the delimitation of philosophy, whether it is a science, its role in the community of knowledge disciplines, its losses of subject matter to other disciplines, how it is influenced by social changes and by progress in other disciplines, and its role in interdisciplinary work. It is concluded that philosophy has an important mission in (...) |
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This article offers a perspective on the role of philosophy in relation to other academic disciplines and to society in general. Among the issues treated are the delimitation of philosophy, whether it is a science, its role in the community of knowledge disciplines, its losses of subject matter to other disciplines, how it is influenced by social changes and by progress in other disciplines, and its role in interdisciplinary work. It is concluded that philosophy has an important mission in promoting (...) |
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After reading Tom Wartenberg’s book, Big ideas for little kids: Teaching philosophy through children’s literature, and implementing the lessons as he prescribes, my students assert with confidence, “You don’t need to know philosophy to teach philosophy to children,” and after having been trained in Matthew Lipman’s approach to teaching philosophy to children, I shudder. The question, then, is whether these two approaches for teaching philosophy to children are compatible. |
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