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It is every society’s responsibility to produce a next generation that we can be collectively proud of, yet it seems that every generation feels that their children are disrespectful, inconsiderate and poorly adjusted to the society of the day. This article will propose that the solution to this issue lies within education. While this is no revelation, the idea that what is needed is a greater portion of education devoted to philosophical discussion is an idea to which we should return.
In the United Kingdom, state education has traditionally focused on measurable skills and outcomes: literacy, numeracy, and competency in a range of subjects that align with economic and social demands. While these are essential, the current system often neglects a fundamental human need: the development of moral reasoning, critical thinking, and a deeper understanding of self and society. This is where philosophical discussion can play a transformative role. The sessions would prioritise teaching students how to present their ideas logically and persuasively without undermining the perspectives of others. The aim is not simply to allow free-form debate but to cultivate a disciplined approach to dialogue where reasoned arguments are valued. Ground rules for respectful discourse, such as not interrupting and addressing ideas rather than individuals, would be emphasised. Students would receive feedback on their communication styles, focusing on improvements in clarity, politeness, and constructive engagement. Philosophical dialogue nurtures empathy and respect for others’ views. In a diverse society like the UK, where cultural and ideological differences often lead to tension, teaching young people how to discuss in a constructive manner will foster social cohesion, not through the imposition of government mandated social values, but by giving people the skills to help to develop their own. An often overlooked benefit of a philosophical appreciation of life is a greater understanding of both ambiguity and, though it may seem obvious, the possibility of not knowing the right answer. It is hard to overstate the effect that this concept could have if fully diffused throughout our society. When we aim for truth but with the knowledge that it may not be possible, the framework of our public discourse changes drastically, to one that is more tolerant and respectful, because we can see that there is no truly right perspective. Furthermore, philosophy can empower young people in an era of information overload. With misinformation and polarised narratives rife on social media, the ability to critically assess arguments and question sources is invaluable. Philosophical training equips students to navigate these challenges with discernment and confidence.
Introducing more philosophical discussion into the curriculum is not without its challenges. Critics may argue that the school day is already overcrowded, and adding philosophy risks displacing core subjects. However, this objection rests on a false premise. Philosophical thinking enhances skills that underpin all subjects. A discussion on the ethics of artificial intelligence, for example, could tie into computer science, while debates on environmental justice could enrich geography lessons, however it is important to note this would be done within a controlled environment, where pupils are asked to defend positions that they do not necessarily hold. Another concern is the potential difficulty of training teachers to facilitate such discussions. Teachers would act as facilitators, guiding students to express disagreement constructively rather than resorting to dismissive or confrontational language. Philosophy requires an open-minded, dialogic approach that some educators may find unfamiliar. Addressing this will require investment in professional development and resources, but the long-term benefits make this a worthwhile endeavour. Sceptics might also worry that philosophical discussion could lead to contentious debates in the classroom, particularly around sensitive topics. While this is a fair concern, it also underscores the necessity of teaching students to engage in respectful dialogue. With clear guidelines and skilled implementation, these conversations can be not only safe but deeply enriching.
Embedding philosophical discussion in state education need not mean overhauling the entire curriculum. It could start with modest initiatives, such as weekly sessions where students explore ethical dilemmas or discuss fundamental questions like “What is fairness?” or “What makes a good life?”. Over time, these practices could be integrated into various subjects, fostering a culture of inquiry and reflection across the curriculum.
Although many view these areas as either impractical or no longer being relevant, with the ONS reporting nearly 80,000 more 16-24 year olds not in Education, Employment or Training compared with last April the current system is clearly not effective in preparing our young people for the world outside of secondary schools. By giving students the tools to think critically and engage with others thoughtfully, we prepare them not just for exams but for life. In an increasingly complex world, the ability to reason, empathise, and communicate effectively is as important as any technical skill. The UK’s education system has a proud tradition of innovation; now is the time to lead again by placing philosophical discussion at the heart of learning.
Image: Apple, Books, Still life image, Michal Jarmoluk, from Pixabay, 2014// CC0
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