Volume 19, Issue 2, June 1996
Parker English, Thomas Foster
Pages 127-136
Philosophy Courses for Gifted High School Students
This paper recounts two university professors' experiences teaching a high school philosophy course for gifted students. The authors trace the differences between gifted high school students’ and standard undergraduates’ comprehension of philosophical concepts, general philosophical curiosity, and classroom participation in problem solving. The authors then offer recommendations on planning philosophy courses for gifted students and speculate on the value of philosophy in gifted programs.