ABSTRACT
The introduction of philosophy from a very early age, for the most part, goes beyond the need to democratise access to this academic discipline and therefore questions of didactics. The practice questions the very meaning of passing on knowledge and the fundamental definition of the purpose of schooling. We therefore make the hypothesis that, in our interdisciplinary experiments, a philosophical approach to knowledge may give more meaning to academic activities. Therefore, your strong hypothesis is that a philosophical approach would lead to a rediscovery of the ‘saveurs’ of knowledge, to take up Astolfi’s expression (2008). By questioning the meaning and epistemological status of knowledge, students can bring forth once more the concerns and questions that gave rise to human knowledge. They can, perhaps, better understand the epistemological challenges of taught knowledge and, in some cases, change their relationship with knowledge for the better. This leads us to think about the conditions of possibility of what we will call a ‘philosophical school’: a school where students would be called upon to question the epistemological foundations of the knowledge taught on a daily basis, where they would be invited to rediscover the original wonder at the source of knowledge.
