Stephan John Millett
Curtin University, Western Australia
This paper provides a critical examination of philosophy teaching at all levels in Australian schools. It looks at the points of difference and congruence between the States and Territories and argues that teaching philosophy through the philosophical community of inquiry should be a core element of school curricula. In spite of a growing interest in philosophy in schools, its documented benefits and the high degree of “fit” with a revised curriculum in at least two states, the implementation of philosophy by education departments has been relatively slow and piecemeal. There are discrete courses available in upper secondary school, but approaches differ between the various education jurisdictions. The work of the Federation of Australasian Philosophy in Schools Associations, and the branches at State level, provide training and networking for interested educators but this has not translated into policy. An education policy that gives a central role to good, clear philosophical thinking will give children the tools they need to succeed in the rapidly changing cultural, technological, social and cultural environment of the 21st Century.
Keywords Teaching Philosophy
Categories No categories specified
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ISBN(s) 0190-3330
DOI 10.5840/thinking20081916
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Citations of this work BETA

Benefits of Collaborative Philosophical Inquiry in Schools.Stephan Millett & Alan Tapper - 2012 - Educational Philosophy and Theory 44 (5):546-567.
Philosophy and Ethics in Western Australian Secondary Schools.Stephan Millett & Alan Tapper - 2014 - Educational Philosophy and Theory 46 (11):1-13.
Benefits of Collaborative Philosophical Inquiry in Schools.Alan Tapper Stephan Millett - 2012 - Educational Philosophy and Theory 44 (5):546-567.

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