Thomas Reid and Philosophy with Children

Abstract

This paper presents a rationale for doing philosophy with children. It suggests a rationale that differs from more usual arguments supporting philosophy with children—for such reasons as that it will enhance problem solving‐skills or will help pupils' thinking to be more logical. These worthy objectives are not denied but only considered somewhat subordinate to the rationale proposed. This is presented in three steps. In the first step the issue of whether philosophy should be done with children is considered in the context of claims that children may be too young to do philosophy or too inexperienced in the ways of academic discipline to be able to discern proper philosophy. These objections are weighty enough, especially in view of general teacher reluctance to engage with philosophy itself in any form. In the second part, I invoke the common sense philosophy of Thomas Reid as a method of philosophy particularly significant for, and appropriate to, philosophy for children. Finally, I show how these aspects arising out of my understanding of Reid's philosophy can help resolve at least some of the misgivings people have about doing philosophy with children. It is hoped that these discussions will illuminate the question of how it may be appropriate for children to do philosophy in classrooms today.

Philosophy with Children, the Stingray and the Educative Value of Disequilibrium

“…In the current positivist educational climate it comes as no surprise that many advocates justify introduction of P4C by highlighting its compatibility with a number of current agenda items for education—raising standards, teaching thinking skills, creativity, citizenship, inclusion and emotional literacy—justifications that are often motivated by accountability, or the need to secure funding. Understandably, such an instrumental approach has been criticised (Vansiegelheim, 2005; Long, 2005). P4C can be the home of a complex mixture of educational ideas and philosophical traditions as practitioners situate the approach in their own cultural context and infuse the practice with their own identity and philosophical beliefs.…”

School and the Limits of Philosophy

“…Long, 2005). There are further issues about whether philosophy should be studied for its own sake, or treated more instrumentally as a kind of intellectual tool, to sharpen thinking skills.…”

Praxis

“…These are justifications that are often motivated by accountability or the need to secure funding. Understandably, such an instrumental approach has been criticized (Vansiegelheim 2005;Long 2005). P4C can be the home of a complex mixture of educational ideas and philosophical traditions as practitioners situate the approach rhizomatically in their own cultural, ethnic, religious, and socioeconomic contexts and infuse the practice with their own identity and beliefs.…”