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<p>This thesis is concerned primarily with an examination and assessment of the proposals that are currently employed to promote the inclusion of philosophy in precollege education. It is the central contention of the thesis that the dominant arguments in favour of precollege philosophy are not yet adequately formulated. In support of the inclusion of philosophy in the school syllabus, therefore, I shall in this thesis seek to identify areas of apparent and real weaknesses within the framework of the dominant arguments, with an aim to showing how these weaknesses might either be extirpated or overcome.</p> |
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