In this article, our objective is to reflect and answer the critics concerning our study dealing with the " Emergence of Discussion with a Philosophical goal in primary schools".( EDP) Our thesis is based on the work of J. Habermas, explaining the role of the school teacher during EDP, that is to say a full and active participant.Therefore, in this article, after recalling the links between what
... [Show full abstract] the German philosopher thinks and EDP, we will study the criticisms we have received. In order to do so, we will try to answer the critics when they say that Habermas could make the form of dicussion clearer, but not its philosophical aspect. We shall also reply to the critics who say that we keep a close relation between philosophy and democracy, which does not necessarly exist, and those saying that we inappropriately transfer Habermas's concepts to a field they don't belong to. Or that the role of the teacher as a participant on the same level as the pupil is not a new idea at all.
