in its own right, and he has even offered to help design the course.
Grayling thinks that, given the choice, young people would opt for philosophy over RE, choosing to challenge the credo rather than learning it. "In RE," he says, "you're told what the doctrines are, but in philosophy everything discussed is a matter for intellectual search and discussion."
The desire to teach young people how to think, question and challenge is nothing new. French writer Michel de Montaigne beat Grayling to it by more than 400 years when he asked: "Since philosophy is the art which teaches us how to live, and since children need to learn it as much as we do at other ages, why do we not instruct them in it?"
Grayling describes his proposed philosophy GCSE course as a "valuable backbone to the educational process". He's not wrong: a focus on critical thinking and logic helps in every subject on the curriculum.
Children and young people are by their very nature inquisitive; it's a trait that we should nurture and encourage. We want them to have the confidence and skills to give them that licence to challenge and to stick their noses into everything.
Intellectual enquiry is fundamental to everything we do. All young people should have the opportunity to study the works of such philosophy greats as Descartes, Plato and Hume, as well as metaphysics. After all, it's their curiosity that may one day kill Schrdinger's cat.