Full Description
This book presents a case for teaching philosophy in schools. It develops two original arguments for teaching philosophy to all students at some point over the course of their education. Gatley argues that teaching philosophy is the best way to help students to think clearly using ordinary, or non-specialist concepts such as 'good', 'truth', or 'happiness'. She goes on to argue that teaching philosophy is the best way to help students to make sense of the different conceptual schemes used by different school subjects. Combining these two arguments, Gatley suggests that these two roles for philosophy are central to the task of educating people, and so philosophy ought to be included on school curricula. Building on the work of philosophers of education including Richard Stanley Peters, Harry Brighouse, Matthew Lipman, Mary Midgley and Martha Nussbaum, the book covers a range of topics including Philosophy for Children (P4C), the aims education, religious education, curriculum design and education policy.
Contents
Introduction
Part I: Philosophy in Schools
1. A History of Philosophy in Schools
2. Existing Arguments for Teaching Philosophy in Schools
Part II: The Aims of Education
3. The Aims of Education
4. A Utility Account of Education
Part III: Two Arguments for Teaching Philosophy
5. Teaching Philosophy to Clarify Ordinary Concepts
6. Teaching Philosophy to Make Sense of the Curriculum
Conclusion
References
Index
