How Can We Promote the Treatment of Philosophical Questions in Primary School? The Perspective of Experienced Teachers

Abstract

At the international level, philosophical questions are increasingly used to develop students’ critical thinking, particularly in elementary school. Yet, despite this growing interest, their implementation in the classroom remains complex and raises several challenges for teachers. This article aims to support teaching practices by identifying the elements that foster philosophical inquiry in elementary school. To do so, we conducted a qualitative analysis of six interviews carried out with teachers experienced in philosophy with children. Based on the multi-agenda theoretical model (Bucheton and Soulé, 2009), the study highlights several elements which, when combined, foster a successful process of philosophical inquiry. The results presented offer promising avenues for teachers to effectively address philosophical questions in the classroom while ensuring the continuity of research and the validity and updating of recommendations formulated for teachers.