After pointing out the most commonly understood difference between Anglo-American Philosophy and Continental Philosophy, namely, logico-linguistic analysis versus personal reflection, Martens shows how, from the standpoint of Continental Philosophy, this distinction is unwarranted. By showing us how each of these aspects of philosophy is recommended for the philosophic education of the young by various writers from the Continental tradition, Martens reveals how the practice of Philosophy for Children has long been proposed by Continental philosophers, albeit, not the whole methodology by any one particular philosopher at any one time. The paper reveals the sympathy that Continental Philosophy therefore has for Philosophy for Children and concludes by questioning the place of the Eastern tradition in the ongoing dialogue about what philosophic inquiry with children should entail.

The aim of this article is to draw the attention of science teachers to the problem of ecology. We have tested several hundred pupils from the big industrial city of Cracow and from the small villages and we have found quite a high ecological consciousness. This optimistic fact should not be wasted, it should be rationally used for the founding of a scientific base for the proper ecological behavior of societies.