Philosophy, concepts and flourishing: Some responses to Hobbs and Kristjánsson

In  response to Angie Hobbs’ and Kristjan Kristjánsson’s comments on my book Why Teach Philosophy in Schools, I reflect on developments in my own thinking about a) the full array of benefits associated with teaching philosophy in schools; b) the value of conceptual analysis; and c) the role of flourishing as an aim of education. I explain why I am happy to concede that philosophy can provide students with a broad array of benefits; why I think philosophical analysis of concepts is more valuable than other ways of working with concepts; and how my focus on helping students interact effectively with the world is compatible with, but not dependent on, the educational aim of flourishing.