Abstract

The focus of this paper is more pedagogical than philosophical reflecting my involvement in Teacher Education and Professional Development Programs. Teachers are essentially practical people, having to cope with classes of, usually, twenty or more individuals by keeping them engaged in various learning activities lest they become uncontrollable. So they tend to evaluate curriculum innovations in terms of the number and range of structured practical, "hands-on," learning activities which will more fully engage pupil attention. Consequently they tend to be sceptical, even rejecting, of programs, which, to them, seem to be more theoretical, abstract or academic in nature. Philosophy for Children, with its heavy verbal emphasis comes into this category and so may not be given the attention it deserves by many practicing teachers. The aim of this paper then, is to examine Philosophy for Children from the perspective of pedagogic theory to see how well it measures up, and to suggest ways in which the program might be made more attractive to both teachers and pupils.