ABSTRACT
Many teachers today protest that there is no way they can offer philosophical inquiry in their classrooms. The loud call for accountability through testing, regimented stepped curriculum presentation, and the constant measurement of performance through assessment exams from kindergarten up through secondary school – all these factors confront creative teachers who want to present their curricula in ways that engage students to reflect and construct knowledge, rather than consume it. This chapter will offer some concrete examples that invite philosophical reflection and dialogue that teachers can incorporate into their traditional curricula. Three examples will showcase how this might be achieved: fairy tales for children (literature/reading classes), environmental ethics for middle schoolers (in science classes), and epistemology for high school students (in their history/government classes).
