On the distinctive educational value of philosophy

Journal of Philosophy in Schools 5 (1):4-19 (2018)
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Abstract

Should philosophy be a compulsory subject in schools? I take it as read that philosophy has general educational value: like other academic disciplines, it cultivates a range of intellectual virtues in those who study it. But that may not be a good enough reason to add it to the roster of established school subjects. The claim I defend in this article is that philosophy also has distinctive educational value: there are philosophical problems that feature prominently and pressingly in ordinary human lives and that all children should be equipped by their education to tackle. Among these are the problems of justifying subscription to moral, political and religious standards. The significance of these problems for everyone is sufficient to warrant the inclusion of philosophy in the school curriculum.

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Michael Hand
University of Birmingham

Citations of this work

The Educational Value of Analytic Philosophy.Jane Gatley - 2021 - Journal of the American Philosophical Association 7 (1):59-77.
Offering Philosophy to Secondary School Students in Aotearoa New Zealand.Nicholas Parkin - 2022 - New Zealand Journal of Educational Studies 57 (1).
Lessons in love: Countering student belief in romantic love myths.Jeff Standley - 2022 - Journal of Philosophy of Education 56 (5):739-751.

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References found in this work

Morality, normativity, and society.David Copp - 1995 - New York: Oxford University Press.
A Theory of Moral Education.Michael Hand - 2017 - London: Routledge.
Philosophy and the young child.Gareth B. Matthews - 1980 - Cambridge: Harvard University Press.
Systematically misleading expressions.G. Ryle - 1932 - Proceedings of the Aristotelian Society 32:139.

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