Why philosophy should be part of every college programme

By Dr Grace Lockrobin (PhD, FHEA), Co-Director of THOUGHTFUL, a UK charity that improves learning and lives through philosophical enquiry.

Philosophy suffers from an image problem. Many haven’t heard of it and those who have, think of it as something difficult or esoteric, an activity for the privately educated or an A Level for the most academic. But the philosophy we promote in colleges is not a specialist subject nor a pastime for the privileged; it is a relevant, practical activity that is accessible to all students, and it is as vital to post-16 success as literacy and numeracy. 

We advocate for Philosophy for Communities (or P4C) in sixth forms and colleges – a practice of talking together about issues that are meaningful and matter to students with the support of a facilitator. In today’s rapidly changing world where technological developments, polarisation and misinformation erode notions such as truth and trust, we urgently need the skills philosophy brings. The ability to think critically, listen carefully and speak clearly is more essential than ever, particularly for students in further education, as they prepare for the complexities of adult life, careers, and higher education.

Philosophical issues arise in every FE programme – from whistleblowing in construction to intellectual property in art and design. Students develop a deep understanding of these contested ideas, only when they discuss and debate them. Dialogue gives them the skills they need to analyse these problems, and to negotiate solutions, and in turn, these skills benefit them as students and in the workplace.  

Beyond course content, there are philosophical issues that arise in personal lives, culture and current affairs. From the Genocide in Gaza and flying national flags, to trans rights and the lowering of the voting age, as they enter adulthood students increasingly question themselves, others and the world around them. Lecturers are often nervous about opening up these kinds of conversations, but if they don’t happen in the relative safety of educational settings, students voice their concerns online where dialogue is more polarised and misinformation is rife. We support educators to facilitate these conversations with confidence.  

Philosophical enquiry in further education: 

• supports academic learning by deepening subject understanding by encouraging students to ask questions like “whose responsibility is the climate crisis?” in geography, “what is intelligent about AI?” in IT and “should you trust the news?” in media studies.
• supports tutorials and personal development by helping students reflect on personal values and relationships, exploring questions like “what counts as control?” through facilitated conversation that fosters self-awareness and empathy.
• supports vocational learning by enabling learners to navigate real-world ethical dilemmas and engage critically with consequential questions like: “can you put a price on safety?” or “how much freedom should children have?”  in fields like construction, health and social care, and childcare.
• addresses challenging issues, and acting as a powerful tool for addressing sensitive topics, creating safer spaces for dialogue on issues like racism, consent, and misogyny.

At a series of recent CPD workshops at The Manchester College, I worked with colleagues to explore the potential of philosophy as a powerful pedagogy for post-16 education that helps students learn to question assumptions, disagree agreeably, and make better decisions.  

As I explained to attendees, I advocate creating a 'Community of Philosophical Enquiry' where participants learn to think together and for themselves. This can be a transformative, evidence-based approach, rooted in practices of oracy and enquiry, which involves thinking about contestable questions using structures and strategies that any educator can add to their pedagogical repertoire. Students who engage in philosophical conversations develop a host of intellectual, social and emotional skills that help them thrive in both educational settings, the workplace and the wider world. It was a message that colleagues were really receptive to:

“The seminar was enlightening and engaging. It made me think about adding philosophical questions to lessons, as it can be a valuable way to promote critical thinking and discussion.” - Attendee at a session for lecturers and tutors at The Manchester College

At a recent session for The Manchester College, I supported achievement tutors whose work covers academic, vocational and pastoral elements of student life. This role positions educators well to teach dialogically and to equip their students with the skills in oracy and critical thinking, that can help them fulfil their potential at college and in their communities. This was something attendees grasped, describing it as “enlightening and engaging” and “an excellent approach to classroom discussions” and one which they would “definitely utilise in [their} tutorials”. 

They key take away from this workshop is that philosophical pedagogical practice can enrich the teaching as well as learning. At the workshop we used philosophical techniques to talk about highly sensitive issues consent and coercive control as well as complex and divisive conspiracy theories and the importance of critical literacy. Tutors could clearly see the role of philosophical enquiry in their work: 

“A very insightful and informative session, particularly related to tutorial delivery and personal development and the practical task around 'What counts as consent?' was so relevant.  Grace was engaging and extremely knowledgeable. - Attendee at a session for lecturers and tutors at The Manchester College

“This was a stimulating and well-structured session which inspired me to think about how we can adapt some of our careers-based tutorials to include a philosophical base for discussion to bring out peoples' values, perceptions and unconscious biases.” - Attendee at a session for lecturers and tutors at The Manchester College  

Lecturers and tutors who witness the utility and flexibility of these techniques, begin to appreciate the implications for other aspects of FE. And with this experience, my claim that philosophy should be part of every college programme sems much more realistic.  

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Thoughtful (previously SAPERE) is the charity behind P4C. Our work empowers disadvantaged learners and fosters a culture of thoughtful, respectful discourse and we are driven by a belief that philosophical education can reduce social inequalities and strengthen civic participation. To find out more about our professional development opportunities, resources and support, visit our website or follow us social media. 

If you’re ready to transform your teaching with the power of philosophical enquiry, get in touch: enquiries@thoughtful.org.uk, and for news and opportunities visit our new website or find us online at:

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