To ask His Majesty’s Government what assessment they have made of the use of philosophy to improve the development of critical thinking and problem-solving skills at all educational levels.
My Lords, the Government agree that critical thinking and problem-solving skills are important. Our knowledge-rich national curriculum stimulates these skills in the context of solid subject content. Cognitive science suggests that knowledge and skills are partners, and that attempts to teach skills without knowledge fail because they run counter to the way our brains work. While philosophy is not on the national curriculum, schools have the flexibility to teach it if they want to.
I thank the Minister for her Answer. It presents philosophy as a voluntary subject—one available to few but not to all. Given the quality of our public life and public debate, does she not think that enabling people to see both sides of an argument and to take a philosophical approach could be a step towards improving the quality of public life?
The noble Baroness is right that philosophy is not on the national curriculum, but citizenship is. It equips pupils with exactly the skills she sets out—namely, to research and interrogate evidence, to debate and evaluate viewpoints, to present reasoned arguments and to take informed action.
Does the Minister agree with the work of the Philosophy Foundation, which is already working in our prisons and schools to sharpen people’s thinking? We are lost if our children do not know how to think correctly.
I am not familiar with the work of the Philosophy Foundation, but I absolutely welcome all those charities working in our prisons and our schools to support our children.
My Lords, is it not significant that philosophy is a compulsory subject in French lycée and the basic structures of French education? Is that not reflected in the different levels of public service in both countries? I declare an interest: my wife is French.
It is difficult to make direct comparisons. I would certainly say that the level of public service in this country, both formally and informally through all our charities and volunteers, is of the highest standard. Many of the basic elements included in the teaching of philosophy are in not only our citizenship curriculum but our religious education curriculum.
My Lords, when I was at a French primary school many years ago, philosophy was taught at all stages in French schools, as the noble Lord just said. I do not think it did us any harm. With today’s students apparently really reluctant to discuss anything with which they disagree, might it be time to introduce philosophy into schools to broaden minds? It could be difficult to find teachers, but surely the plethora of PPE graduates coming into Parliament could be encouraged to go back and teach one of their many subjects in schools?
In a serious vein, we know that our schools have tremendous responsibilities in terms of catching up and supporting children, particularly disadvantaged children, following the pandemic’s impact on them. The Government have made a commitment not to change the national curriculum. We need to make sure that the curriculum works for our children.
My Lords, I declare an interest in that my daughter is studying philosophy at university. Much as I welcome the thrust of the Question, philosophy is of course open to all students who seek to read it at university. I note that the Philosophy Foundation says that students, by studying philosophy, develop analytical, critical and problem-solving capabilities, so are we not lucky to have a Prime Minister who studied philosophy at university rather than, say, law?
My Lords, I think I have an interest to declare as the only surviving professional philosopher in the House. When I joined your Lordships’ House there were four of us, but the others are no longer with us. So much for the interest. My question is: does the Minister think that what we might call the A-levelisation of philosophy teaching in schools has, on balance, been beneficial, or not?
If the House will forgive me, I am not sure I am entirely familiar with the term “A-levelisation”, but what I do know is that many more students are studying philosophy—almost twice as many in our universities—than are taking the A-level, so whatever we are doing at A-level is equipping our students to choose philosophy as an option later on.
Is the Minister aware that many primary schools in England follow a course and teach philosophy for children and that they achieved some very interesting results? Would she be interested in meeting some of these practitioners to discuss how this functions in a primary setting?