Start Submission Become a Reviewer

Reading: Plato, metacognition and philosophy in schools


A- A+
Alt. Display


Plato, metacognition and philosophy in schools


Peter Worley

King’s College London, GB
X close


In this article, I begin by saying something about what metacognition is and why it is desirable within education. I then outline how Plato anticipates this concept in his dialogue Meno. This is not just a historical point; by dividing the cognitive self into a three-in-one—a ‘learner’, a ‘teacher’ and an ‘evaluator’—Plato affords us a neat metaphorical framework for understanding metacognition that, I contend, is valuable today. In addition to aiding our understanding of this concept, Plato’s model of metacognition not only provides us with a practical, pedagogical method for developing a metacognitive attitude, but also for doing so through doing philosophy. I conclude by making a case for philosophy’s inclusion in our school systems by appeal to those aspects of philosophy (the conceptual, the self-consciousness and the epistemological) that are metacognitive or that are conducive to developing metacognition, as revealed by the insights afforded us by Plato’s Meno and Theaetetus.

How to Cite: Worley, P., 2018. Plato, metacognition and philosophy in schools. Journal of Philosophy in Schools, 5(1), pp.76–91. DOI:
Published on 05 Apr 2018.
Peer Reviewed


  • PDF (EN)

    comments powered by Disqus