219 of each of the teachers. This is followed by a section taken from the teaching practice of each of the teachers, in fragments from transcriptions of lessons, and reflections on these by the teacher in question. Pupil responses are also included. In the fourth chapter, the teaching practice of the eight teachers is considered against the analytical framework, on the basis of the research questions. Regarding the first area of tension, learning philosophy - doing philosophy, the differences in emphasis placed on learning philosophy vis-à-vis doing philosophy, and which end the teachers start from, are mapped out. For some teachers the emphasis is on thinking together in class; they start from the doing philosophy end. Here the point of departure is that, from the word go, everyone can participate in thinking about philosophical questions and that pupils must first reflect on philosophical questions before being given the answers of philosophers to these questions. Socratic dialogue has great value for these teachers, and they use it more often in their teaching practice than teachers who start from the learning philosophy end. The main argument of teachers who start at the learning philosophy end and for whom the emphasis lies here is that pupils need concepts and theory as tools first before they can reflect on these themselves. Teachers’ views regarding the reading of primary texts when teaching philosophy do not correlate with their views regarding learning philosophy - doing philosophy. Teachers argue in favour of using primary texts from the point of view of learning philosophy (getting to know philosophical ideas directly from the source) as well as from the point of view of doing philosophy (the only way to understand a philosophical text is to reflect on it, jointly or alone). As regards the second area of tension, continuity - discontinuity, there are many similarities between the teachers. They mentioned knowledge of the curriculum and their experience of pupils’ reactions to this as important preconditions for being able to respond to and make use of what pupils say and to relate their reactions to the material being taught. Improvisation is considered an important element of a philosophy lesson - there needs to be room to accommodate things that are raised by the pupils. Teachers make use of discontinuous moments to get pupils thinking about something, both in the first manner – making use of unexpected moments – and in the second manner - initiating discontinuous moments themselves. They see humour and a bit of a stir during the lesson as constructive forms of discontinuity because they help create room for pupils to think during lessons. As regards the third area of tension, authoritative - dialogic discourse, three things become clear when you apply this distinction to classroom discussions during philosophy lessons. The first is that both kinds of discourse can get pupils
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