A review of Porter and Girsch’s book for gifted middle and high school children, focusing on useful classroom activities. Boersema analyzes how the book accounts for multiple philosophic discussions for children, including the following: (1) Nature vs. Nurture, (2) Deduction vs. Induction, (3) Absolutism vs. Relativism, (4) Discovered Math vs. Invented Math, (5) Reason vs. Revelation, (6) Free Will vs. Determinism, (7) Liberalism vs. Conservatism, (8) Free Markets vs. Regulated Markets, (9) Safety vs. Risk, and (10) Melting Pot vs. Melting Not.

Gregory explains nine educational approaches to discussing Philosophy with children. A general overview through analytical and critical reasoning explains the faults with Philosophy in an education setting and the authors feedback.

Hickey discusses the moral philosophy of the film Groundhog’s Day and the impact on one man’s life from starting anew. Philosophical discussion continues with [the pivotal role] Phil’s meaning to life and his ongoing discovery of personal happiness.

Heise discusses the pedagogical effects of philosophical enquiry on young people, their cognitive and behavioral abilities (both strengths and weaknesses), and gaining intelligence through an open mind and tests.

Sykes explores how society communicates and understands philosophy; Sykes further explains how easily misinterpreted—through generational gaps— the language tree is through terms like “happiness” and other non-verbal forms of communication.

A review article of the books "Aristotle: Philosopher, Teacher, and Scientist" by Sharon Katz Cooper; and "Socrates: Ancient Greek in Search of Truth" by Pamela Dell

An analysis as to why students do and do not like Philosophy based on modern societal issues in education. The author also reflects on the essential factor of world involvement in the study and practices of Philosophy.