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This text examines the potential of dealing with philosophical classics in ethic lessons at primary school. The reason for this is that, in practice, ethics lessons are often indistinguishable from moral education or social learning. There is a risk that students will not be educated to maturity, but rather to the inauthentic reproduction of socially desirable behavior. This contradicts to the principles of ethic lessons, which, according to the curriculum, should support students in the development of ethical judgement. For this to happen, children need the freedom to think philosophically without moral banister, as Hannah Arendt argued. This paper demonstrates how an encounter with genuine philosophical approaches can serve this goal. The fable of Arthur Schopenhauer’s porcupines is used to test how kids aged from 8 to 10 react to this text and to explore philosophical potential that emerges when young children engage with philosophical classics.

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Von Stechfliegen, Stachelschweinen und anderem philosophischen Getier – Ein Plädoyer für Philosophie im Ethikunterricht der Grundschule

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  • 发表日期：

    2025年

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  • Hannah Holme

摘要

This text examines the potential of dealing with philosophical classics in ethic lessons at primary school. The reason for this is that, in practice, ethics lessons are often indistinguishable from moral education or social learning. There is a risk that students will not be educated to maturity, but rather to the inauthentic reproduction of socially desirable behavior. This contradicts to the principles of ethic lessons, which, according to the curriculum, should support students in the development of ethical judgement. For this to happen, children need the freedom to think philosophically without moral banister, as Hannah Arendt argued. This paper demonstrates how an encounter with genuine philosophical approaches can serve this goal. The fable of Arthur Schopenhauer’s porcupines is used to test how kids aged from 8 to 10 react to this text and to explore philosophical potential that emerges when young children engage with philosophical classics.