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This can be addressed with proper training. This may have something to do with the fact that teacher training is saturated in psychology and its accompanying jargon. When working with teachers I sometimes have to explain that вЂfeelвЂ™ is not a synonym for вЂthinkвЂ™, as it is sometimes used in the classroom. I agree, there is a danger that philosophy is used as a вЂtherapeutic talking shopвЂ™, but this is purely down to proper education and training about what philosophy is and how it works. If we really want the best education for children, then we should ditch classes on jargon and go back to teaching real subject matter - including sometimes difficult, philosophical subject matter.вЂ™ вЂThe EEF report has been widely welcomed, but largely as a convenient shortcut away from serious teaching in favour of therapeutic talking shops. For more on this see my response toВ Tom Bennett вЂItвЂ™s (not?) what you knowвЂ™.

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And what they need вЂ“ as a minimum, in my view вЂ“ is an understanding of what a conceptual discussion is and how to facilitate it. I have recommended that teachers be trained in what it is they need to be able to run good dialogues with their classes.

A discussion around whether itвЂ™s right to bully people (where the teacher holds the view that it is wrong)В probably wonвЂ™t be, but a genuinely open discussion around what bullying is, that leads to conceptual progress in the childrenвЂ™s views as a result of this analysis (see the response toВ Tom Bennett вЂprogess in philosophyвЂ™) is much more likely to be philosophical. Whether a discussionВ of bullying and fairness are philosophical is all in how itвЂ™s approached.

I agree that many teachers donвЂ™t know enough about philosophy. Why was Humpy Dumpty on that wall? And a burning question for all young girls: Does kissing frogs work? These are potential philosophical sticklers, and can be addressed without the dumbed-down approach of P4C.вЂ™ Even in nursery rhymes there are challenging topics. Yet as we wait for a drive to recruit more actual philosophers into primary schools, which we should do, teachers can easily teach some of the history of philosophy in history, and some of the works of philosophy in literature. вЂThe EEF report also said teachers donвЂ™t know enough about philosophy and arenвЂ™t confident enough to teach it. I donвЂ™t see much childish whining in my philosophy classes, because I always ask them to say вЂwhy?вЂ™ When someone complains about something without providing good reasons, thatвЂ™s what I call вЂchildish whiningвЂ™. I agree,В childish whining is not philosophy. вЂChildish whining is not philosophy reading books, even difficult ones, and then having proper classroom chats about them is.вЂ™ Why not start with the classical Greek philosophers? Teach your charges about Socrates and Plato and Aristotle! Let them rehearse the arguments of all the great philosophers.вЂ™ вЂThe problem today is that children are being taughtВ bitsВ of philosophy, in their circle-time activities.

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By claiming that P4C might help all primary-school pupils - especially those on free school meals - to do better in other disciplines, the EEF report does a serious disservice to philosophy.вЂ™ вЂP4C is a popular method of exploring concepts such as fairness or bullying in small group discussions. вЂSurely the worst, most instrumental reason for doing philosophy is that it might improve your skills in other areas, like maths and reading, while also boosting вЂcognitive abilitiesвЂ™ and pupilsвЂ™ self-esteem.вЂ™ (So that I donвЂ™t simply repeat myself, go here for my response to the issue of philosophyвЂ™s own value: Aeon, should children do philosophy?В Also read my response to Tom BennettвЂ™s, Philosophy. Dennis Hayes wrote in Spiked Online, вЂPhilosophy for childrenвЂ™ isnвЂ™t real philosophy.