Abstract

In Houston several projects in philosophy for children are in process or are about to be initiated. To begin with, I am continuing the work in philosophy for children which I began at the Laboratory School of the University of Missouri in 1976. My earlier work in Missouri focused primarily on the effect of philosophy for children as adjunct in developing children's syntactic skills and their understanding of science. Since arriving here in Houston, I have operated philosophy for children classes for gifted students in the Clear Creek Independent School District of Houston. My interest in philosophy as an adjunct to science education continues and is now accompanied by an additional concern: the use of philosophy to increase student appreciation and understanding of mathematics.