The trajectories of pedagogical philosophizing in Finland: Overcoming the institutional boundaries between education and philosophy

Abstract

The first purpose of this article is to provide an overview of the history of the Finnish field of philosophizing with children, describing how these ideas have crossed borders into Finland through various routes and at different times. Furthermore, I offer a synoptic view of the current situation in Finland. Secondly, I will examine the division within the Finnish school system between classroom teaching in primary school and subject teaching in secondary school. This dividing line has hindered the recognition of the potential for pedagogical philosophizing with children and young people in schools. This distinction is evident in that classroom teachers feel uncertain about their philosophical competence, while subject teachers with strong disciplinary training in philosophy feel inadequate in their educational and dialogical interaction skills. Thirdly, inspired by John Dewey, I justify why this boundary between education and philosophy, so to speak, should be understood as artificial. From a Deweyan perspective I also argue that pedagogical philosophizing can be considered a key practice in the so-called pedagogical reconstruction of philosophy, whether in class teaching or subject teaching. Finally, I conclude with suggestions on how the community of philosophical inquiry approach would improve academic (teacher) education and benefit both the basic competencies of teachers and their capacities to practice pedagogical philosophizing in schools.