 In the United States, philosophy typically makes its formal entry into the curriculum at the college level. A growing number of high schools offer some introduction to philosophy, often in special literature courses for college bound students. In Europe and many other countries, it is much more common to find philosophy in the high school curriculum. However, philosophy prior to high school seems relatively uncommon around the world. This may suggest that serious philosophical thinking is not for pre-adolescents. At least three reasons might be offered for accepting this view. First, philosophical thinking requires a level of cognitive development that, one may believe, is beyond the reach of most pre-adolescents. Second, especially in the United States, the school curriculum is already crowded; and introducing a subject like philosophy, it may be thought, will distract students from what they need to learn. Third, given that philosophical inquiry raises questions that more often than not resist definitive answers, it may encourage students to become skeptics rather than learners. However, as shall be seen, these reasons can be challenged. 