Our Philosophy on Philosophy

In an earlier blog, we discussed the importance of educators teaching children not just content but how to think. It is worth noting that teaching philosophy to children may have benefits that include some less readily apparent ones. One study, that tracked thousands of students in schools across England, found that participation in philosophical discussions correlated with reading and math gains. This was a bonus finding, given that the philosophy course was not designed to improve literacy or numeracy.

The particular intervention in this study was a course called Philosophy for Children (“p4c”), with a curriculum focused on facilitating questioning, reasoning, and collaboration. Teachers and students who received the p4c intervention generally reported positive responses such as increased listening skills, self-esteem, and confidence to speak. Perhaps an enhanced sense of ownership over their learning helped the students stay actively engaged with their course work, thereby contributing to improved levels of performance.

The Philosophy Learning and Teaching Organization (“PLATO”) notes that people of all ages can engage in philosophical thinking, and that young children — with their natural curiosity — can actually be particularly eager pupils. By encouraging active listening and questioning, philosophy not only helps students to more accurately ascertain truth but to find personal value, and therefore productive engagement, in their schoolwork.