Philosophy for Children in the Middle Years of Schooling: Findings from a Year Seven Case Study

Abstract

Introduction:  This paper reports the findings of a year long qualitative study in philosophy for children conducted in a Year 7 classroom. A single case study was chosen so that a close examination of the effects of the implementation of the philosophy program could be identified. An important feature of this study was the use of student perspectives accessed through multiple sources of data. The importance of this study was in its explicit connections between the education of young adolescents in the context of current educational debate on the middle years of schooling.