Described in this document is a three year project to determine the feasability and effectiveness of philosophy as a high school subject. Experimental problems are: 1) can philosophy be taught as a regular subject; 2) if so, how; 3) what are the problems; and 4) what objectives, methods, materials, and evaluation processes are valid and useful for high school philosophy? The project selected 14 college instructors, some with high school experience, to teach a one semester course in philosophy in 10 cooperating Chicago area high schools -- two inner city and eight affluent suburban schools. Nearly 2,000 students enrolled in one of the courses during the project, fewer students than requested the course. Feedback from project staff, students, other teachers, administrators, and formal evaluation teams assisted coordination and formative evaluation. Other reported aspects of the project and its evaluation include: school and community setting, course and unit patterns, teaching materials, teachers, classrooms, evaluations, and recommendations. The latter two sections are based on what was concluded to be demonstrated feasibility and effectiveness of the high school philosophy courses. (DJB)