Abstract

This essay suggests loosening pedagogical boundaries in order to prepare children for useful philosophical reflection, particularly ontological boundaries. The argument for this is that the analytic-contmental distinction is muddier than most realize. I explain analytical developments in logic from 1884 to 1931 in a way designed to show there should be no real distinction between analytic and Contmental philosophy. I suggest this explanation provides sufficient support for dismissing ontological boundaries in certain philosophical contexts as well as in early philosophical education.