| Since no adequate rationale for the inclusion of philosophy within a child's general education is extant, the task undertaken in this dissertation was to formulate one. It is argued that philosophy has a role in a child's liberal education.;Analytical philosophy--logic and epistemology--can be made relative to a young child's everyday experiences for decision-making in her or his living to develop rationality for freedom. Metaphysics can develop a child's understanding of her or his existence to give a basis for freedom. Valuational philosophy--ethics, social and political philosophy, and aesthetics--can provide the child with beliefs for democratic living.;E. Steiner's theory of liberal education and J. G. Brennan's explication of the nature of philosophy are utilized to present philosophy as essential to general education. M. A. K. Halliday's theory of the language development of young children and the studies of J. Harste, C. Burke, and V. Woodward are presented in order to establish the possibility of inclusion of philosophy in a child's general education. It is concluded that all dimensions of philosophy--analytical, metaphysical, and valuational--can be and ought to be included in the education of a child. |
