I agree that doing philosophy with children (especially very young children) is often more successful when they do not write things down, but it would be wrong to conceive of philosophy as something that is – or must be – done without writing things down or, for that matter, without reading texts, or without learning about philosophers and philosophers’ ideas.
I judge my lessons to have been successful if, and only if, pupils continue to talk about the material when our 40 minutes are up.’ They are engaged with the biggest questions ever dreamt up, questions which they may have never considered. Children get a chance to just wonder, to think, to discuss to learn, without writing anything down at all. They are set apart from any lesson anywhere in the school. ‘One thing which makes philosophy sessions so wonderful is that they go some way to breaking the mould of educating children on factory lines. This is a response by Peter Worley to ‘why there shouldn’t be a philosophy GCSE‘ by Miss AVE Carter, who has started an important open debate about the newly proposed philosophy GCSE by PEP.Ĭarter’s argument is premised on an incomplete understanding of philosophy. Grayling, along with SAPERE, A Level Philosophy and a host of well-known philosophers including Angie Hobbs, Simon Blackburn, Nigel Warburton and Tim Williamson. Over the last year The Philosophy Foundation has been supporting the Philosophy in Education Project (PEP), run by Dr John Taylor and A.
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