Therefore, I think I am... Should 10-year-olds be taught philosophy?

Takunda Makawa ponders the question, before concluding:

"I would rather be the unhappy prince, because he might be able to change, whereas the pig would always be a pig."

Mya Sambhi is not so sure.

"If people started saying he couldn't change, he would be upset, and would never know what happened to the pig. I think I would rather be a happy pig."

Profound indeed, and all the more so for the fact that Takunda, from Randlay, and Mya, from Wellington, are just 11 years old.

It is just one of the questions they have been pondering during philosophy lessons at Old Hall School in Wellington.

Life skills

Philosophy in primary school? Traditionally viewed as the preserve of high-minded academics, the independent prep school has added basic philosophy lessons to the curriculum for youngsters aged 10 and 11.

Headteacher Martin Stott believes encouraging children to think for themselves at an early age not only gives them useful skills for later life, but also benefits their general wellbeing.

"If it gives them confidence, and allows them to develop a thought process, then it will help them cope with the pressure during their exams," he says.

And there is evidence to back this up. While philosophy teaching in primary schools is still a rarity, it is not without precedent.

In 2015, 48 schools across the UK took part in a trial organised by the Education Endowment Foundation, where more than 3,000 pupils received weekly lessons.

The study found pupils ability in reading and maths scores improved by an average of two months over a year. And for children who came from disadvantaged backgrounds, the benefits were even more profound, with writing skills also showing benefits.

Harry Evans, 11, from Wolverhampton, says he definitely enjoys the lessons.

"You come out of a lesson and think about something you never thought about before," he says.

"Sometimes in lessons I will change my mind after thinking through what other people are saying."

Too young?

Mr Stott admits he was a little uncertain at first about whether children aged 10 and 11 were ready to tackle the subject. He says was initially concerned that the less confident youngsters might not feel able to take part. Such doubts were quickly dispelled.

"At first it feels a little uncomfortable, not every child can engage with it straight away," he says.

"But once they watch and listen to the other children, they want to get involved.

"We don't get into anything too heavy, the sort of questions we ask are 'if you read a newspaper in the newsagents, and put it back in the stand without paying for it, have you stolen something?' Another one is if you have a ship, and you start replacing parts on it, how much can you replace before it is no longer the original ship?'"

Esther Grimsdale, 11, from Wellington, says a discussion about what you would do if you found a £50 note in the street had given her much food for thought.

"I don't know what I would do," she says.

"If I saw somebody drop it, I think I would give it back to them, but if I just saw it on the floor and I didn't see anyone around, I think I would pick it up.

He says being able to form cohesive arguments will prove valuable as the children progress to senior schools, and help them to develop into more rounded individuals.

"I think it's most important, philosophy teaches the children to listen to other people's point of view," he says.

"It teaches them that a debate doesn't have to be a row, that it's important to listen to other people's point of view."

Happier children

Certainly, it is hard to argue against the benefits of teaching youngsters to recognise different opinions in a society which seems to be increasingly polarised and tribal, and where the 24-hour world of social media gives everybody an outlet to vent their spleen.

And Mr Stott believes giving people a chance to express their opinions and explore other arguments can make for happier children.

"One child was quite an angry young man to begin with, but we have seen a big change in him as the year has progressed," he says.

"He is now much more ready to listen to other opinions, whereas before he would just start an argument.

"If you ask a child a question, the natural reaction is to look for the right answer, but this teaches them that sometimes there isn't a right answer, just different opinions."