Abstract

Deep personal concern along with querying the issue of Philosophy as a school subject having been moved to the periphery of secondary education form the starting point of this research study. The impression of students’ opinions, as directly implicated in the teaching process led to a series of interesting outcomes. Certain significant findings, among others, include students’ positive attitude towards the subject of Philosophy; acknowledging the necessity for its presence on the school curriculum; recognizing the practical value and contribution of Philosophy on the ethical and intellectual impact on a young individual’s personality; and demonstrating the educator’s pivotal role in the formation of students’ attitudes and opinions.