To date, in Britain, the teaching of philosophy in schools has been advocated against an educational backcloth that has hardly been conducive to its development. As I argued earlier, the advent of the National Curriculum, with its strong emphasis on the acquisition of subject knowledge, its adherence to attainment targets and levels of attainment, and its advocacy of a broad spectrum of study across disciplines, has meant that teachers have had little opportunity to foster an intellectual environment in which critical thinking might flourish in the classroom. Consequently, the discussion of philosophical ideas is a seriously neglected element in the education of young children.