{"id":71,"date":"2019-08-19T02:00:57","date_gmt":"2019-08-19T02:00:57","guid":{"rendered":"http:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/?p=71"},"modified":"2025-10-30T05:02:35","modified_gmt":"2025-10-30T05:02:35","slug":"teaching-philosophy-in-schools","status":"publish","type":"post","link":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/teaching-philosophy-in-schools\/","title":{"rendered":"Does Philosophy have a role in the New Curriculum for Wales?"},"content":{"rendered":"\r\n

In today’s post, Darius Klibavicius writes about research he undertook as a postgraduate student in the School of Social Sciences at Cardiff Univeristy. I had the pleasure of supervising Darius’ Masters thesis and hope you enjoy this short summary as much as I do.<\/p>\r\n\r\n\r\n\r\n

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\u201cIn schools \u2026 we\u00a0probably steer away from it [philosophy] because maybe we\u00a0are\u00a0concerned that it\u2019s too in-depth or intellectually demanding for\u00a0the\u00a0pupils\u00a0\u00a0in front of us\u201d<\/em>\u00a0<\/p>\r\n(Teacher, male, 31).\u00a0<\/cite><\/blockquote>\r\n\r\n\r\n\r\n

\r\n
\"Darius\r\n
Darius Klibavicius,
Doctoral student in the School of Social Sciences at Cardiff University.<\/figcaption>\r\n<\/figure>\r\n<\/div>\r\n\r\n\r\n\r\n

In 2018,\u00a0I\u00a0completed my Master\u2019s degree in Education at Cardiff University\u00a0(academic supervisor Dr Kevin Smith). My thesis was\u00a0a\u00a0study on the teaching of\u00a0philosophy at school. I was curious about\u00a0teachers\u2019 perceptions of philosophy\u00a0and its role in the school curriculum, and since the Welsh government was working with schools and other stakeholders in developing a new, national curricular framework, it seemed like an appropriate time to talk to teachers about\u00a0what we should teach children in school and why.\u00a0<\/p>\r\n\r\n\r\n\r\n

The data for this research were derived\u00a0using\u00a0quantitative (online survey, n=163) and qualitative (semi-structured interviews, n=12)\u00a0methods\u00a0and\u00a0were analysed using simple, descriptive analysis (quantitative data)\u00a0and thematic analysis\u00a0(qualitative data).\u00a0As someone who is interested in philosophy both personally and professionally as a teacher in Lithuania and now Cardiff, I felt confident in my ability to work with my participants in developing a better understanding of their perceptions of\u00a0the\u00a0teaching\u00a0of\u00a0philosophy\u00a0at school.\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

Philosophy as\u00a0<\/strong>an<\/strong>\u00a0academic subject\u00a0<\/strong>or\u00a0<\/strong>a method for learning<\/strong>?<\/strong>\u00a0<\/p>\r\n\r\n\r\n\r\n

Teachers were asked about the role of philosophy at school as both an academic subject and as a method for learning. The data show\u00a0(81%)\u00a0agreed\u00a0they\u00a0were\u00a0interested in philosophy as a method for learning\u00a0(meaning taking a systematic approach to questioning and scrutinising curricular content and ideas), while (59.5%) were interested in it existing as a curricular subject area.\u00a0<\/p>\r\n\r\n\r\n\r\n

Additionally, the survey findings\u00a0revealed\u00a0three\u00a0statistically significant differences:\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

(a)<\/em>\u00a0G<\/em>ender:<\/em>\u00a081.8% of\u00a0male\u00a0teachers\u00a0agreed\u00a0with the statement \u2018I understand what philosophy\u00a0is\u2019 compared to 69.2% of female teachers.\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

(b)<\/em>\u00a0Formal education:\u00a0<\/em>44% of the teachers who previously studied philosophy as an academic subject\u00a0disagreed\u00a0with the statement \u2018It is more important for young people to learn academic\u00a0subjects like\u00a0Maths, English or\u00a0Science rather than\u00a0Philosophy.\u2019\u00a0While 35.4%\u00a0of those who did not study philosophy\u00a0previously\u00a0agreed.\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

(c<\/em>)<\/em>\u00a0\u2018<\/em>Philosophy for Children\u2019<\/em>\u00a0(P4C)<\/em>\u00a0training<\/em>:<\/em>\u00a080.6%\u00a0of\u00a0teachers who\u00a0had\u00a0heard\u00a0about\u00a0the P4C\u00a0disagreed\u00a0with the statement \u2018Philosophy is good as an idea but I don\u2019t see any practical benefits from it\u2019.\u00a0This is compared to\u00a09.6%\u00a0who had not heard of P4C and\u00a0agreed with the\u00a0statement.\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

Gender Differences<\/strong>\u00a0<\/p>\r\n\r\n\r\n\r\n

Qualitative data did not shed further light into the gendered differences among the respondents, so this is an aspect of the research that needs further consideration.\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

Previous Study<\/strong>\u00a0<\/p>\r\n\r\n\r\n\r\n

As evidenced above, previous exposure to philosophy seems to be related to positive attitudes about the importance of philosophy, or that it at least has a place in the curriculum either alongside traditional subjects or as\u00a0a cross-cutting ethos\u00a0or \u2018method\u2019 for learning.\u00a0<\/p>\r\n\r\n\r\n\r\n

P<\/strong>hilosophy in the Areas of Learning and Experience<\/strong>\u00a0<\/p>\r\n\r\n\r\n\r\n

Teachers were also asked about the role of philosophy\u00a0in the\u00a0New Curriculum for Wales<\/em>. The following are the three most popular\u00a0Areas of Learning and Experience\u00a0(AoLE)\u00a0where teachers\u2019 said philosophy had a role:\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

    \r\n
  • Humanities\u00a0(24%)\u00a0<\/li>\r\n
  • Health\u00a0and\u00a0well-being\u00a0(20.9%)\u00a0<\/li>\r\n
  • Languages, literacy\u00a0and\u00a0communication\u00a0(19.5%).\u00a0\u00a0<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

    The\u00a0\u2018Humanities\u2019\u00a0AoLE\u00a0was the most popular area of the curriculum for philosophy,\u00a0but\u00a0not all teachers placed philosophy in\u00a0its traditional setting.\u00a0This\u00a0demonstrates the different ways\u00a0teachers understand the\u00a0role or\u00a0purpose of philosophy:\u00a0<\/p>\r\n\r\n\r\n\r\n

      \r\n
    • as a method of creativity and expression\u00a0(Expressive arts)\u00a0<\/li>\r\n
    • for taking care of themselves (Health and well-being)\u00a0<\/li>\r\n
    • traditional philosophy\u00a0(Humanities)\u00a0<\/li>\r\n
    • for clear communication (Languages, literacy and communication)\u00a0\u00a0<\/li>\r\n
    • for logical thinking (Mathematics and numeracy)\u00a0\u00a0<\/li>\r\n
    • for exploring natural and virtual worlds (Science and technology).<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n

      The majority of teachers see philosophy\u00a0traditionally\u00a0as a means to tackle problems related to human existence. However, they also have new understandings of philosophy\u00a0orientated around\u00a0one\u2019s personal well-being and ability to communicate.\u00a0The current national curriculum does not have a\u00a0\u2018Health and well-being\u2019\u00a0subject area, but\u00a0PSE\u00a0(personal and social education)\u00a0is often\u00a0associated with\u00a0aspects of\u00a0\u2018Health and well-being\u2019.\u00a0My data show teachers often regard the PSE\u00a0framework\u00a0as an umbrella\u00a0that accommodates \u2018marginal\u2019 or non-traditional subjects, including\u00a0philosophy.\u00a0\u00a0\u00a0<\/p>\r\n\r\n\r\n\r\n

      Teachers\u2019 responses\u00a0also\u00a0signal a tendency to move from the systematic,\u00a0academic understanding of philosophy to\u00a0a\u00a0more\u00a0edifying and therapeutic philosophy (Rorty\u00a01979), which is seen as a way of life or spiritual exercise (Hadot\u00a01995). So,\u00a0instead of relying on traditional philosophical imperative\u00a0\u2018Know thyself\u2019\u00a0(gn\u014dthi\u00a0sauton<\/em>), teachers\u00a0give priority to another one \u2018Take care of yourself\u2019\u00a0(epimel\u0113sthai\u00a0sautou<\/em>)\u00a0
      (Foucault 1988, pp. 19\u201331).\u00a0The third major category\u00a0\u2018Languages, literacy\u00a0and\u00a0communication\u2019\u00a0also makes sense as P4C aims to produce \u2018scrupulous readers\u2019 and \u2018reasonable discussants\u2019 (Lipman 1981). In terms of communication, philosophical\u00a0discussion\u00a0\u201csharpens the child\u2019s reasoning and inquiry skills as nothing else can\u201d (Lipman 1988, p. 24).\u00a0<\/p>\r\n\r\n\r\n\r\n

      Reflective questions:<\/strong>\u00a0<\/p>\r\n\r\n\r\n\r\n

        \r\n
      1. To what extent\u00a0Philosophy needs to\u00a0be\u00a0taught at school? Why?\u00a0<\/li>\r\n<\/ol>\r\n\r\n\r\n\r\n
          \r\n
        1. How Philosophy can contribute\u00a0to:\u00a0(a)\u00a0a<\/em>\u00a0New Curriculum for Wales<\/em>?\u00a0and\u00a0<\/em>(b)\u00a0the\u00a0<\/em>National\u00a0<\/em>L<\/em>iteracy and\u00a0<\/em>N<\/em>umeracy\u00a0<\/em>F<\/em>ramework<\/em>\u00a0(LNF)<\/em>?\u00a0<\/li>\r\n<\/ol>\r\n\r\n\r\n\r\n
            \r\n
          1. Which Areas of Learning and Experience\u00a0might\u00a0benefit from\u00a0the\u00a0inclusion of Philosophy?\u00a0<\/li>\r\n<\/ol>\r\n\r\n\r\n\r\n
              \r\n
            1. What is the relationship between Philosophy and Religious Education in the secular schools and faith-based schools?\u00a0<\/li>\r\n<\/ol>\r\n\r\n\r\n\r\n

              References<\/strong>\u00a0<\/p>\r\n\r\n\r\n\r\n

              Foucault, M.<\/em>\u00a01988.\u00a0Technologies of the Self.\u00a0In:\u00a0Martin,\u00a0L.H., Gutman,\u00a0H.\u00a0and Hutton,\u00a0P.H.\u00a0eds.\u00a0Technolog<\/em>ies of the Self: A Seminar with Michel Foucault.<\/em>\u00a0<\/em>Amherst: The University of Massachusetts Press, pp. 16\u201349.\u00a0<\/p>\r\n\r\n\r\n\r\n

              Hadot, P. 1995.\u00a0Philosophy as a Way of Life: Spiritual Exercises from Socrates to Foucault.<\/em>\u00a0Edited with an introduction by\u00a0A.I. Davidson. Translated\u00a0from the French,\u00a0by M. Chase. Oxford and Massachusetts: Blackwell Publishers.\u00a0(Originally published in 1981).\u00a0<\/p>\r\n\r\n\r\n\r\n

              Lipman,\u00a0M. 1981.\u00a0Philosophy for\u00a0Children. In: Costa,\u00a0A. L.\u00a0ed.\u00a0Developing Minds: Programs for Teaching Thinking\u00a0<\/em>2.\u00a0Alexandria,\u00a0Virginia:\u00a0Association for Supervision and Curriculum\u00a0Development,\u00a0pp.\u00a035\u201338.\u00a0<\/p>\r\n\r\n\r\n\r\n

              Lipman, M. 1988.\u00a0Philosophy goes to School.<\/em>\u00a0Philadelphia: Temple University Press.\u00a0<\/p>\r\n\r\n\r\n\r\n

              Rorty, R. 1979.\u00a0Philosophy and the Mirror of Nature.\u00a0<\/em>Princeton, New Jersey: Princeton University Press.\u00a0<\/p>\r\n\r\n\r\n\r\n

              Key words:<\/strong>\u00a0<\/strong>philosophy,\u00a0<\/strong>philosophy teaching, philosophy in school, Philosophy for Children, teachers\u2019 perceptions, Wales, curriculum\u00a0<\/p>\r\n","protected":false},"excerpt":{"rendered":"What role should philosophy play in the classroom? Darius Klibavicius\u2019 research with teachers in Wales explores how philosophy is understood\u2014as a subject, a method or a way of life. Linking Philosophy for Children with contemporary curriculum reform, this post examines why many teachers see philosophy as vital for well-being, reasoning and communication in modern education.","protected":false},"author":1081,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[2,3],"tags":[12,41,11,15,40,42,25,39,10],"class_list":["post-71","post","type-post","status-publish","format-standard","hentry","category-education","category-educational-research","tag-curriculum","tag-curriculum-for-wales","tag-cymru","tag-philosophy","tag-philosophy-for-children","tag-school","tag-teaching","tag-teaching-philosophy","tag-wales"],"jetpack_publicize_connections":[],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"meta_box":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/posts\/71","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/users\/1081"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/comments?post=71"}],"version-history":[{"count":12,"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/posts\/71\/revisions"}],"predecessor-version":[{"id":347,"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/posts\/71\/revisions\/347"}],"wp:attachment":[{"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/media?parent=71"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/categories?post=71"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.cardiff.ac.uk\/drkevinsmith\/wp-json\/wp\/v2\/tags?post=71"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}