Exploring the intersections between philosophy and civics and citizenship education in Australia

This paper explores the shared territory between civics and citizenship education and Philosophy. It asks what constitutes key pedagogical content knowledge for teachers. It outlines the opportunities for linking values, philosophy and civics and citizenship in the Australian Curriculum, identifying a number of possibilities beneath some of the top-line knowledge imperatives. The paper goes on to suggest ten lenses or frames of philosophical thinking as a foundational base likely to be beneficial to teachers as they reflect upon their perspectives and classroom realisation of citizenship education ideals. It is argued that Philosophy offers a rich source of conceptual and ethical rigour to inform the study and exploration of issues which are central to the substance and concerns of civics and citizenship education.