Now more than ever students need to become engaged in the world as skilled thinkers, as citizens in a democracy, and as global citizens. The stakes couldn’t be higher, or the need for responsible, reflective, systematic thinkers greater.
– PLATO Philosophy Teaching and Learning Organization White Paper

It’s often remarked that we’re living in a ‘post-truth’ age of misinformation, polarisation, and tribalism. In public life, we’ve become accustomed to volatile debates, politics reduced to combat, social media pile-ons, and a relentless tide of spin, slogans, and soundbites. It’s no wonder that trust in our institutional leaders is declining. On top of this, corporate agendas and persuasive technologies are increasingly pushing young people towards radical ideologies rooted in conspiracy thinking, fundamentalism, nihilism and intolerance. These are insidious threats to democracy, justice and civil society.

Now, more than ever, young people need to be able to assess claims their encounter in the media, think clearly, empathise, and reason together about their disagreements.

Young people who engage in collaborative philosophical inquiry over an extended period develop a sophisticated range of personal, social and intellectual skills that are foundational for their success as students, as active citizens, and as thoughtful individuals who hope to lead a meaningful life.

Personal benefits

By engaging in philosophical discussions, young people develop independent thinking, the confidence to speak their minds, as well as a sense of responsibility for their opinions and actions. Philosophy also raises their awareness of contemporary ethical issues, and gives them tools to begin developing their own values and principles. Philosophy has the unique capacity to empower students to think more clearly, and reflect more deeply, about issues in their own lives.

Social benefits

In philosophical inquiry, young people work together to consider questions from diverse points of view. This helps them develop greater respect for difference and deeper empathy for other people’s experiences. They also become more attentive to each other, more fair-minded in their interactions, and more skilled at cooperating and negotiating. When we undertake reasoning as a collaborative endeavour, it helps students to frame problems constructively, clarify their commitments, spot flawed arguments, overcome dogmatic beliefs, and align their decisions with their values. This equips them to reason more soundly about matters of public policy—an essential skill for deliberative democracy.

As educator Peter Ellerton says in support of critical thinking and collaborative inquiry in schools: ‘Understanding the motivations of those around us…is a virtue born not only of empathy but of the ability to imagine and engage with the minds of others in a purposeful and rational way. Writ large, this is also a function of good citizenship.’

It’s always a good thing… to be able to think critically. To challenge your own point of view. Also, you need to be a citizen in this world. You need to know your responsibilities. You’re going to have many moral choices every day of your life.
– Rebecca Newberger Goldstein

Intellectual benefits

Philosophy helps young people develop the ability to make thoughtful and considered judgements. Through philosophical inquiry, children build skills in reasoning, critical reflection and creative thinking; the capacity to examine their own beliefs and to express them clearly to others; and a thirst for lifelong learning.

Philosophy develops reasoning skills, so young people become better at building logical arguments and rationally defending their views. It also encourages kids to question the assumptions underlying different points of view, making it possible for them to challenge dogmatic beliefs. And philosophy cultivates deep and deliberative thinking – often neglected in traditional schooling, which tends to focus more on getting ‘the quick right answer’ – so young people get a chance to explore the nuances of complex ideas.

In the modern age, an education is not a certificate for a job-for-life. It is a chance to develop skills and ideas and a love for learning which will stay with students long after any particular skill or job has passed its use-by date. As students learn to grapple with deep and important ideas (and big questions over which we disagree), they will gain the confidence needed to navigate an uncertain and changing world.”
Greg Restall, Former Deputy Head of Philosophy, University of Melbourne

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