Developing the Case for Teaching Philosophy in Schools

This research fellowship will be used to develop the academic and practical impact of my doctoral research in order to promote teaching philosophy in secondary schools. I will do this by adapting my thesis into a published book, writing journal papers, communicating with policy makers and the media, applying for further funding, and developing a teaching resource for secondary schools. This funding will maximise the public value of my research, and develop my skills as a researcher of important educational issues.

My doctoral research presents the case for teaching philosophy in schools. Philosophy is an established discipline with a long and distinguished provenance. However, unlike other similar subjects, it is rarely a regular or protected part of school curricula. Despite this, there is evidence that teaching philosophy in schools leads to a range of benefits. It is held to contribute to students' critical thinking skills and social skills. It touches on important questions that students face about identity, morality and religion.

This is not to say that philosophy has been unfairly maligned. The underlying issue is that the school curriculum is rarely a well-planned or coherent affair. Disciplines are taught, or not taught according to chance factors such as historical happenstance, or the preferences of politicians. My thesis provides an account of the curriculum which appeals to clear aims of education. I rest a case for teaching philosophy in schools on this account.
My research methods are philosophical. Philosophical inquiry into education analyses the key ideas and terms used when talking about education. In doing so, philosophical inquiry seeks to clarify areas of confusion or disagreement, and to reach clear, coherent conclusions. My focus is on providing arguments which establish that teaching philosophy in schools is important. I am now in a position to share my arguments and conclusions with policy makers, practitioners, and fellow academics.

Over the course of the 12 month ESRC fellowship, I will produce an open-access online resource for secondary school teachers to help them to teach a well-designed philosophy course in schools. I will publish my thesis as a monograph aimed at policy makers, practitioners, and members of the academic community. I will publish and publicise an IMPACT pamphlet to promote philosophy teaching in schools. I will also develop areas of my thesis into two papers for publication. This programme of activities will ensure that my research is translated into real-world action and opens up further opportunities.

Alongside developing my doctoral research, I will work on further funding applications to be submitted to the British Academy and Leverhulme Trust. These funding applications will focus on the 'Knowledge-Rich-Curriculum'. This will explore what the term 'knowledge' means when it is used in the context of the curriculum and educational policy. I will examine the social value of knowledge, by asking what it is that is valuable about student having knowledge, and how these ideas about the value of knowledge interact with each other. I will then use this theoretical work to scrutinise current educational practices.

Finally, I will use my time as an ESRC fellow to attend training in media and policy work, and develop my skills as a teachers and researcher. I will work towards becoming a fellow of the Higher Education Academy, whilst teaching at the University of Birmingham on the Philosophy of Education module.