This article discusses the use of the philosophical argument from design as a demonstration of the existence of God with gifted students in grades 6-8. It explains how this argument, originated by Thomas Aquinas, is presented to students and also describes student responses and curricular integration of Aquinas'"fifth way" into language arts,…

Provides general suggestions for introducing philosophy to middle school gifted students. Offers reasons for teaching philosophy, identifies the major elements of philosophy, and urges the reading and discussion of primary sources. Gives ideas for classroom procedure, and an example using six brief excerpts on friendship from Aristotle. (DB)

The second in a series on ways to introduce gifted students to philosophy, this article focuses on the importance of metaphysics. The nature of time is discussed through excerpts from "The Confessions" by St. Augustine and strategies are provided for engaging students in a discussion of his philosophy. (CR)

This article describes use of the George Berkeley's philosophical writings to examine the question of whether a tree falling in the forest, with no one around, makes a sound. Examples from his readings are used to stimulate discussion of gifted students about questions of epistemology and metaphysics. Suggestions for curricular integration of this…

Part of a series of articles discussing different philosophers, this article discusses Martin Luther King Jr.'s adoption of a non-violent struggle to promote the well-being of African Americans by making the United States a country that was more just in terms of the ways individuals of color were treated. (Contains one reference.) (CR)

This article presents eight passages from Rousseau's "Social Contract," followed by comments clarifying the pivotal concepts in this important and influential work and sketching typical responses to Rousseau as they have occurred in classrooms for gifted students. Strategies for integrating Rousseau's philosophy into the curriculum are…

This article examines positions by diverse philosophers (the ancient Stoics and the contemporary moral and political philosopher John Rawls) and shows the relevance of their disagreement concerning moral development. The position produced from this disagreement is then applied to two features of giftedness, sensitivity to justice and desire for…

A sixth-grade gifted class studied the history of philosophy, including selections from such philosophers as Plato, Confucius, Buddha, Marcus Aurelius, and Moses Maimonides. Readings drew on fundamental features of child experience, such as their sense of justice, concern for moral values, and questions about reality. The paper describes classroom…

Using an excerpt from one of Plato's early dialogs, this article examines the distinction between knowledge and opinion. It urges teachers to invite gifted students to reflect on this distinction to make the students more receptive to all levels and types of experiences and to maximize their knowledge in as many subjects as possible. (CR)

The tenth in a series of articles designed to facilitate philosophical discussions with gifted students, this article explores whether technology is the savior of humanity or the tool of humanity's ultimate destruction. It draws from essays by Martin Heidegger to examine the benefits and disadvantages of technological advancement. (Contains 2…