ABSTRACT
This chapter sets out to summarise the reasons for making time and space for open-ended dialogue in school. How do we know if it is worthwhile? What are the claims made for doing philosophy in the classroom? What impact does it have on children’s learning? Which pupils benefit the most and in what areas? There is some evidence of assessed outcomes included here for readers’ consideration. If we want to argue that time should be set aside for this activity we need some ‘hard’ evidence that it can make a positive difference. However, I want to suggest that judgements about whether or not philosophical enquiry is valuable are more likely to be made on the basis of beliefs about the balance of experiences that schooling and education should provide for children. The decision to include philosophy in the curriculum is often an expression of desire for more profound change in school as a whole.
