Abstract

No indictment of existing education is more serious than the charge that it fosters uncritical rather than critical dispositions. It is difficult to see how the addition of anything but epistemology - and even more importantly of philosophy in general - can remedy that deficiency. The sentiment expressed here by Professor Matthew Lipman is a profound one. I agree completely that education has, as one of its fundamental tasks, the fostering of critical dispositions. I agree, moreover, that epistemology is basic to an education that takes seriously the enhancement of critical thinking. Philosophy for Children has forcefully delivered the message, to both the educational and the philosophical communities, that philosophy can and should be viewed as a central component of an adequate education.