ERIC Number: ED260975
Record Type: RIE
Publication Date: 1984-Aug
Reference Count: 0
Pre-College Philosophy: Will It Get Its Day in Court.
Wagner, Paul A.
Trends in pre-college philosophy teaching are discussed. Today philosophy, especially at the elementary level, is becoming fashionable. Research has shown that even minimal training in philosophy improves students' reading and mathematical abilities as well as general skills such as reasoning and creativity. A study examining the formal training and attitudes of teachers of pre-college philosophy showed that many were already engaged in teaching pre-college philosophy in their own sense of what counts as philosophy. Teachers with significant preparation in academic philosophy recognized that philosophy is a distinct academic discipline requiring formal training. Certified teachers with little philosophy preparation did not recognize it as being significantly different from history or social studies. Studies have shown that there is a variability in student outcomes associated with teacher preparation. If pre-college philosophy is to succeed, teachers need formalized training, and all educators must be taught to recognize what counts as philosophy. (RM)
Descriptors: Abstract Reasoning, Course Content, Creativity, Critical Thinking, Definitions, Educational Assessment, Educational History, Educational Needs, Educational Practices, Educational Research, Educational Trends, Elementary Secondary Education, Logic, Mathematics Skills, Outcomes of Education, Philosophy, Reading Skills, Skill Development, Teacher Attitudes, Teacher Background, Teacher Qualifications
Publication Type: Opinion Papers; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Harvard International Conference on Thinking (Cambridge, MA, August 19-23, 1984).