Dilemmas of Structure in Teaching Philosophy for Children

Abstract

The paper explores the dilemma of a structure in philosophy for children. It maintains that a framework for facilitation of philosophical discussion offered by Maughn Gregory is an example of such possible structure emerging from the process but only one of possibilities. The second question whether structure could be limiting for teachers and pupils is focused on teachers’ training in which structure is for student teachers as beginners helpful to orient themselves in seemingly chaotic process of philosophical discussion and learn to recognize what came out of it and what was happening in its process. This can facilitate their learning process and enables them to react appropriately to the given moment and situation. The challenge is, however, that a student teacher is not caught in structure which would become a schema.