Volume 20, Issue 3/4, 2014
Assessing an Elementary School Philosophy Program
This paper describes a research project assessing the effect on second grade students’ understanding of argumentation that a twelve-week program of weekly philosophy lessons had. The philosophy lessons were taught using popular picture books in the manner employed in my Teaching Children Philosophy program. Compared to a control group of second graders who did not study philosophy, it was demonstrated that the 45-minute weekly philosophy classes led to a significant and sustainable increase in students’ understanding of argumentation.