I am delighted at more evidence of the value of philosophy and thinking skills in education (TES, November 5). As chair of the Society for Advancing Philosophical Enquiry and Reflection in Education, I have encountered many instances and research that testify to the powerful effects of helping children to philosophise (think creatively, critically, collaboratively and caringly).
However, such clear success begs the question as to why our education system persists in placing such an emphasis on the "knowing of content"? As Socrates said "The unexamined life is not worth living" and our system has certainly taken this to heart. However, it didn't get the definition of "examined" quite right. Time for a rethink?