Philosophy Courses for Gifted High School Students

Teaching Philosophy 19 (2):127-136 (1996)

Abstract
This paper recounts two university professors' experiences teaching a high school philosophy course for gifted students. The authors trace the differences between gifted high school students’ and standard undergraduates’ comprehension of philosophical concepts, general philosophical curiosity, and classroom participation in problem solving. The authors then offer recommendations on planning philosophy courses for gifted students and speculate on the value of philosophy in gifted programs
Keywords Teaching Philosophy
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ISBN(s) 0145-5788
DOI 10.5840/teachphil199619229
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