Teaching philosophy in compulsory education: A dive into teachers’ experiences and effects

• Main Author: Jóhann Björnsson
• Format: Article in Journal/Newspaper
• Language: English
• Published: University of Birmingham Library Services 2023
• Subjects: dialogue; philosophy with children; risk; teachers’ experiences; unpredictability in education; Education (General); L7-991; Philosophy (General); B1-5802; Iceland
• Online Access: https://doaj.org/article/0b5eaa21a21640c7b9deddaac4b25823

This paper presents findings from qualitative research on teachers’ experiences of practising philosophy in Icelandic schools and its effects on their work and students. The research question is: What are the teachers’ experiences of teaching philosophy in compulsory education, and how do these experiences shape their practices and affect their students? Nine philosophy teachers from South-West Iceland were interviewed from January to June 2021. Findings show both opportunities and challenges of practising philosophy with students. Opportunities consist of students’ training in democratic living, reflective thinking, and a better understanding of various subject matters if the tools of philosophy are used. For teachers, the main challenge of doing philosophy is the uncertainty in the classroom when teaching through dialogue.