Philosophy in schools for conceptual and theoretical understanding: Comments on Gatley

This paper pays respect to Jane Gatley’s excellent book by analysing both its deconstructive and constructive parts. The deconstructive part explains well what is wrong with P4C as a formalistic movement. The second part explains why there is a different and stronger case to be made for teaching philosophy in schools. While agreeing in principle with Gatley’s argument, I raise three searching questions about it.