Philosophy in early school education. Eccentricity or valuable contribution to child’s development?

The article raises the issue of teaching philosophy in early school education. Children aged 7 to 9 are great thinkers, but they are being taught according to the educational system, which mostly demands the memorizing of material without having an individual reflection. The discussion about philosophizing at grades I–III aims to explain whether practicing that discipline is pointless, and therefore should be left out of the curriculum or valid and kept as an integral part of the growing up process improving a child’s intellectual, emotional, and social competences.

Keywords: philosophy, early school education, intellectual, emotional and social development of a child, individual reflection, questions, community of inquiry

The article raises the issue of teaching philosophy in early school education. Children aged 7 to 9 are great thinkers, but they are being taught according to the educational system, which mostly demands the memorizing of material without having an individual reflection. The discussion about philosophizing at grades I–III aims to explain whether practicing that discipline is pointless, and therefore should be left out of the curriculum or valid and kept as an integral part of the growing up process improving a child’s intellectual, emotional, and social competences.