Philosophy at ISB: A Continuous Journey from Preschool through Upper School

The Foundational Role of Philosophy in French Education

First introduced to the French curriculum in 1840 for graduating seniors, philosophy has since become a cornerstone of the French educational model. Today, it is a mandatory subject in the final year of the Upper School, designed to cultivate informed and critical-thinking citizens. By providing a structured framework to engage with complex educational and societal issues, philosophy helps students navigate the modern world.

Since the era of Victor Cousin (whose eclectic approach sought to bridge various philosophical traditions), the study of philosophy in France has evolved. It is no longer just a history of ideas from the ancients to the moderns; it is an active training in psychology, metaphysics, ethics, and logic. This discipline is essential for developing the critical spirit necessary for active participation in a democracy.

Philosophy from an Early Age

In 1998, UNESCO officially recognized the vital importance of philosophy for children, encouraging its implementation as early as elementary and preschool.

Inspired by international movements like the one pioneered by Matthew Lipman and the Institute for the Advancement of Philosophy for Children (IAPC), "Philosophy for Children" workshops began appearing in France in the early 2000s. These workshops focus on developing language skills, active listening, respect for diverse ideas, and self-confidence. By structuring both thought and speech, students learn to argue their points calmly and creatively.

From Elementary to Middle School: A Progressive Framework

In our Elementary School, we utilize methods like those of Michel Tozzi, focusing on problematizing, conceptualizing, and arguing. As students move into Middle School, these "Philo Workshops" foster an empowering education. Students learn to:

• Root their judgment in a search for truth.
• Appreciate the diversity of others’ perspectives.
• Express themselves with clarity, nuance, and respect.
• Build their own moral and civic identity.

The ISB Approach: A Multicultural Lens

At the International School of Boston, our philosophy program is meticulously tailored to our multicultural community.

• In Maternelle (Preschool): The journey begins with workshops centered on identity, belonging, and autonomy.
• In Lower School: Students explore the meaning of community and school rules through a bilingual approach.
• In Middle School: The focus shifts to a progressive analysis of documents, moving from historical context to the core message, while introducing the subjective nuances that spark healthy debate.
• In Upper School: Before reaching their final year, students engage with foundational texts and practice argumentative writing to deepen their reflection.

Thinking for Oneself

Our goal is to teach philosophy as a living practice, not just a history lesson. While a strong cultural foundation is essential, we view the great authors as a "toolbox," a concept championed by Gilles Deleuze. We want our students to use these tools to exercise their own judgment, define their own concepts, and, when necessary, even think against tradition to find their own voice.

Fostering Intellectual Autonomy and Global Citizenship

The impact of a French-style philosophical education is inseparable from the construction of a student's identity. It aligns perfectly with our values of liberty and equality, giving every student the opportunity to test their own judgment against the framework of history's great thinkers.

By offering students the time and space to deconstruct prejudices and structure their thoughts, we provide them with the tools to see the world through multiple perspectives. Ultimately, this training in philosophical reflection fosters the intellectual autonomy and enlightened citizenship that the world of tomorrow needs.

About the Author: Emmanuele Goulon currently teaches Art History and Music in the French program at ISB. She earned her PhD from the Sorbonne and has since held various positions in France, including Head of the Center for Teaching Resources and Deputy Head of the Teachers’ Training Institute. Dedicated to interdisciplinary work, she developed a comparative artistic framework to support cross-disciplinary exploration. Her research on the evolution of human thought through artistic expression led her to join Harvard University as a research affiliate.