By Julia Gajewski-Nemes ’15

In recent years, skepticism over standardized testing has grown tremendously. While its original intent was to determine student achievement and progress in the core content areas of mathematics, reading and writing then hone in on students struggling in these areas, standardized testing has become unreasonably emphasized in American school systems and, in turn, schools have become too dependent on them to measure student academic achievement and teacher strength.

In order to bring higher-order thinking back into the classroom, all schools throughout the United States should integrate the concepts of philosophy into their curricula. Philosophy, “the love of wisdom,” is traditionally broken up into five main branches – metaphysics, the study of existence; epistemology, the study of knowledge; ethics, the study of action; logic, the study of reasoning; and aesthetics, the study of beauty. The study of philosophy focuses on the importance of asking and answering life’s big questions, leading students to become the thoughtful thinkers that school systems fixated on “teaching to the test” lack.

In elementary school, however, the focus should not be on studying the content of these five branches, but the implementation of the Socratic method in the classroom, a form of discussion based on asking and answering questions to foster critical thinking and to clarify ideas. Young children are naturally curious about the world and tend to ask many questions reflecting that curiosity; instead of simply being given the answers by a patient adult, children should be encouraged to explore these questions in school and feel comfortable raising these questions in the classroom. Through the Socratic method, students will develop and strengthen their reasoning skills in a way that being spoon-fed information doesn’t allow. The method explains that the most effective way to challenge an opposing idea is through question – leading another student to see the flaw in his/her view by making them contradict themselves.

This can be exemplified through the posed question, “Is it okay to kill some bugs and not others?” One student may believe that no, all bugs should be spared no matter the circumstances. Another student that believes there are cases in which it is okay to kill some bugs may challenge his/her classmate’s idea by asking the classmate, “What if you had head lice? Is it acceptable to kill them then?” in hopes that the classmate will make an exception admitting that he would get rid of his/her head lice thus contradicting his/her previous point. Practicing this method at an early age will create the foundation necessary to work through more complex issues when the students are older, creating a learning experience that is more worthwhile.

As students advance in school, the literature and philosophies of the greatest philosophers should be introduced in their English and history classes to create a deeper class discussion that expands students’ understanding of the world and takes advantage of the full potential that secondary school has to offer. Understanding the epistemology of Socrates who believed that being wise means knowing one’s ignorance, the ethical philosophy of the Hedonists who believe living a good life means seeking pleasure and avoiding pain, or the metaphysics of René Descartes who proposed that the mind and body are separate entities will urge students to shape their personal philosophies and lead more purposeful lives.

Through the study of philosophy, students will learn to be the humble, inquisitive, open-minded citizens that the United States needs to discuss contentious issues more effectively. By exposing students to philosophic dialogue as early as elementary school, we are encouraging a greater respect for diversity, a greater understanding of others experiences and the crucial understanding of how to use reason to resolve arguments.