Diversifying learning goals in philosophy education: a report from the Netherlands

Abstract

This article examines how the curricular anchor points outlined in the Dutch Scientific Curriculum Commission's 2021 study, Kaders voor kansen [A Framework for Equal Opportunity], can be applied to the philosophy curriculum in secondary schools. The analysis is informed by the findings of the professional learning community Adding Voices to the Philosophy Curriculum at ICLON, Leiden University Graduate School of Teaching. Using the learning goals architecture developed by the Netherlands Institute for Curriculum Development, the paper offers several examples of learning goals that demonstrate strategies for diversifying the curriculum.