 Short of the ambitious program Lipman and his IAPC colleagues had in mind for the schools, there are more modest, but worthwhile, ways of bringing philosophical inquiry into the already existing disciplinary structure in the schools. Teachers can invite their students to reflect on philosophical aspects of their subjects of study. At the same time they study history, students can take some time to ask questions about the extent to which historical accounts can be objective—and questions about what ‘objectivity’ might mean, and why it is or is not important to seek it. Similar questions can be asked about the natural and social sciences, including questions about the extent to which science is, or ought to be, “value-free”. In fact, if room for such questions is not encouraged, one might well ask to what extent critical thinking itself is encouraged.