 Those favoring adding philosophy to K-12 school programs face the challenges of an already crowded curriculum and growing pressure to provide quantifiable evidence of student mastery of the standard subjects of history, literature, math, and science. Where is time to be found for the give-and-take of philosophical discussions? Adding philosophy to the mix, doubters object, only makes matters worse. Not only is it yet another subject, it is one that many teachers may find unsettling. They may fear that philosophy’s continual questioning will actually interfere with students’ mastery of the subjects already in the curriculum. Given the unsettling nature of much philosophical inquiry, they may feel vulnerable as teachers because they are not confident of their own answers to the questions posed.