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Belief
Philosophy should generally be taught in high school alongside math and science. 0.50 Agree Disagree
If you disagree, this page has a column for you. A study, record or dataset for “Philosophy teaches how to tell a good argument from a bad one and how to disagree without fighting, and those skills are needed by every citizen in every job”, which rests on argument alone.
Argument TreesHow arguments are scored →
Reasons to agree
Reasons to disagree
Weight for 0.00 · weight against 0.00 · net +0.00
Each reason is a claim with its own page. Score = sign x (2 x Truth - 1) x Conf x Link x Imp x Uniq, and every column is here so the row can be multiplied out and checked. A reason argued false scores negative and counts against the side it is filed on; a reason nobody has argued yet scores exactly 0, and so does one whose own page has no work behind it.
What Would Change the AnswerTruth scores →
Every claim beneath this page held at false and then at true, one at a time, with the whole graph recomputed each time. "If false" and "if true" are where this page’s truth score lands; "Move" is how far apart they are. "If settled" is that same distance with the input’s confidence held at 1, which is what it would be worth once the work behind it is finished, so the gap between Move and If settled is the value of doing that work. This is one input at a time and finds single points of failure; it does not test several inputs moving together, which is how correlated assumptions actually fail.
Related Beliefs
- Philosophy generally makes no real progress on its big questions. 0.50
- Philosophy should generally be taught in high school alongside math and science. (this page)
The other beliefs filed under Philosophy; this one is listed unlinked.
Not filled in yet
| Evidence Ledger | no findings cited yet |
| Falsifiability Test | nothing named that would strengthen or weaken this belief if it turned up |
| Testable Predictions | nothing stated that we should observe if this belief is true or false |
| Objective Criteria | no yardstick both sides would accept in advance has been proposed |
| What Acting On This Would Cost and Gain | no costs or benefits priced yet |
| Logical Anatomy | the claim has not been split into its component parts |
| Interests, Not Positions | nobody has mapped who wants what, or why |
| Media Resources | no books, studies or films weighed |
| Legal Framework | no laws or rulings cited |
| General to Specific | not linked to broader or narrower beliefs |
Parts of the template nobody has filled in here. They are named rather than shown, because an empty table is not a finding, and each one is a reason the confidence above is not higher. A part that takes rows has a form for its first one.
What this page needs right now
| # | The gap | Where it goes | Who is best placed to fill it |
|---|---|---|---|
| 1 | A study, record or dataset for “Philosophy teaches how to tell a good argument from a bad one and how to disagree without fighting, and those skills are needed by every citizen in every job”, which rests on argument alone | Evidence Ledger | anyone with the source |
| 2 | A measurement both sides would accept in advance, with the reading each side predicts | Objective Criteria | anyone who can name a yardstick the other side would sign |
Named gaps, read off the tables above, so a newcomer can see exactly where a contribution goes. None of them requires agreeing with the page, and each one links to the form it goes in.
What the numbers are made of
- Share on the agree side
- no scored weight either way
- Confidence
- 32%. Weakest parts: scrutiny 0% · grounding 0%
- Depended on
- ReasonRank 0.0033, 90 of 2173
- Strongest reason for
- Philosophy teaches how to tell a good argument from a bad one and how to disagree without fighting, and those skills are needed by every citizen in every job. +0.00
- Strongest reason against
- The school day is already full, and adding philosophy means cutting time from reading, math or science, where students have measurable needs that are not being met. -0.00
- What would move this most
- Settling Philosophy teaches how to tell a good argument from a bad one and how…: 0.50 if false, 0.50 if true
- Coverage
- Of 6 scored rows, 6 have no linkage page, 6 have no importance page, 6 have no uniqueness page. This page reads 6 other pages. 6 of them are one-sided or empty: Philosophy teaches how to tell a good argument from a bad one and how to disagree without fighting, and those skills are needed by every citizen in every job.; Teenagers already face questions about fairness, honesty, free will and what makes a life worth living, and school currently leaves them to work these out from whatever they find online.; Every other subject rests on assumptions about what counts as knowledge and why it matters, and philosophy is the one place a student gets to examine those assumptions directly.; The school day is already full, and adding philosophy means cutting time from reading, math or science, where students have measurable needs that are not being met.; Most teenagers lack the background knowledge and patience philosophy demands, so a high school philosophy class tends to become a discussion of opinions in which nobody learns anything they did not already believe.; Few teachers are trained to teach philosophy well, and a badly taught philosophy course is worse than none, because it convinces students the subject is empty talk..
- Bottom line
- The disagreement turns on whether teenagers can be taught to reason through hard questions in a classroom or whether the subject needs a maturity and training most schools cannot supply.
Structural Checks
| Finding | How serious | What it means |
|---|---|---|
| Nothing stated would show it false | a note | No testable prediction is listed, so as written there is no observation that would count against this belief. |
Faults the shape of the argument can show without reading a word of it: a claim used to support itself, a conclusion listed among its own premises, the same page counted twice. None of these changes a score. The wiki also specifies pattern-matching the prose for ten named fallacies; that is deliberately not done here, because a matcher looking for “attacking the person rather than the argument” would fire on the central legitimate argument on this whole site, and a score moved by a regular expression has no page to appeal to.
Scoring EngineTruth scores →
| Quantity | Value | How |
|---|---|---|
| Argument score | +0.00 | argument rows: weight for minus weight against |
| Evidence score | +0.00 | evidence rows: weight for minus weight against |
| Prediction contribution | +0.00 | prediction rows, same signed formula as every other row |
| Belief score | +0.00 | the three lines above added together |
| Positive total | 0.00 | every row whose signed contribution came out positive, from either side |
| Negative total | 0.00 | every row whose signed contribution came out negative, as a magnitude |
| Starting point | 0.50 | where this claim starts before any of its own rows count: Nothing observed: no source type recorded, so this claim starts at a coin flip |
| Weight of the starting point | 1.00 | k x a bounded reward for independent replication, k = 1, capped at 2.0 x k |
| Truth score, argued | 0.50 | (positive + weight x starting point) / (positive + negative + weight) |
| Truth score | 0.50 | argued truth, capped by the weakest load-bearing component that has its own page |
| ReasonRank | 0.0033 | how much of the site depends on this page: rank 90 of 2173. The share of a walk that starts at the 162 beliefs and steps to the pages they read, with a 0.85 chance of stepping on each time |
| Work value | 0.0023 | ReasonRank x (1 - confidence): how much settling this page would be worth to everything above it |
| Completeness | yes | at least one scored reason on each side (an importance page: at least one interest; an interest page: both readings filled) |
Cite this page Philosophy should generally be taught in high school alongside math and science. Idea Stock Exchange, belief page philosophy-generally-taught-high, truth 0.50, confidence 32%, revision 42c8344 of 2026-10-04. The revision is what makes this quotable: these numbers move as the argument is worked on, and rebuilding that revision reproduces them exactly.
Every number on this page as data: philosophy-generally-taught-high.json. Constants: K = 1 · UNARG = 0.5 · DEFLINK = 1 · DEFIMP = 0.5 · DEFUNIQ = 1. A reason placed under a conclusion is presumed relevant until a linkage page says otherwise; the burden is on the challenger. The neutral start for importance, the wiki's own rule.
Every value here is computed from the tables above at build time. Nothing is typed.