Abstract

Historically, philosophy has not played a significant role in the preparation of elementary and middle school teachers in the twentieth century. However, if philosophy could be organized and sequenced, that is reconstructed, in such a way that it could be taught to prospective teachers in the same way that they could present it to children, both teachers and students could come to cultivate: reasoning skills, logical skills, inquiry skills, concept formation skills, translation skills, social and interpersonal skills.