Cultivating young philosophers: an autoethnographic study of teaching philosophy in Icelandic secondary education

This article examines how a teacher engages adolescents (ages 13–16) in philosophical inquiry in compulsory secondary schools in Reykjavík, Iceland. Using an autoethnographic approach, it draws on journals written after each philosophy class over four years. The study investigates strategies for sustaining student interest and participation, fostering meaningful dialogue, and managing pedagogical and interpersonal challenges. Thematic analysis of the journals produced three central themes: teaching approaches and practices, classroom mood and student behaviour, and the development of skills and competencies for facilitating philosophical dialogue. Findings illustrate classroom culture dynamics, identify common challenges, and show practical strategies the teacher employed to address them. The study offers insights into adapting philosophy education to better meet adolescent learners’ needs.