Empirical data research into the claims for using philosophy techniques with young children

Abstract

This article presents, in two parts, some of the findings of a two year empirical data study into the claims of effectiveness of using teaching materials embedded in traditional Socratic dialogue techniques. The aim of the study was to ascertain whether, after undergoing a philosophy programme based on the materials outlined below, young children could be emergent philosophers. And if so whether there were any significant changes in children's academic achievement, and reasoning skills (measured by an array of tests such as the New Jersey Reasoning Test Form B and the WISC‐R component for reasoning). The results will be divided into two distinct yet complimentary sections. The first part will be a statement and discussion of significant academic achievement results. The second part will be an analysis of some of the video or audio taped dialogue by the children involved illustrating that young children are emergent philosophers.

Key words:

• Effectiveness
• Socratic dialogue
• emergent philosophers