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Thinking: The Journal of Philosophy for Children

Volume 20, Issue 3/4, 2014

Thomas Wartenberg
Pages 90-94
DOI: 10.5840/thinking2014203/413

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.

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