Why Teach Philosophy in Schools?

The Case for Philosophy on the Curriculum

Jane Gatley (Autor)

Buch | Softcover

216 Seiten

2024
Bloomsbury Academic (Verlag)
978-1-350-26839-5 (ISBN)

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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.

Jane Gatley is Lecturer in the Department of Education and Childhood Studies at Swansea University, UK.

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

Erscheinungsdatum	15.10.2024
Reihe/Serie	Bloomsbury Philosophy of Education
Zusatzinfo	10 bw illus
Verlagsort	London
Sprache	englisch
Maße	156 x 234 mm
Themenwelt	Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika
Themenwelt	Sozialwissenschaften ► Pädagogik ► Bildungstheorie
ISBN-10	1-350-26839-9 / 1350268399
ISBN-13	978-1-350-26839-5 / 9781350268395
Zustand	Neuware