The master's thesis tries to shed light on the meaning, role and use of silence in the teaching of philosophy in elementary school. The multifaceted nature of the quiet, which includes the absence of noise as well as the restraint of speech and the presence of thought and action, requires a multifaceted approach to the use of silence in teaching (philosophy) from the teacher if he wants to bring silence closer to children and instill a love for it in them. Since
philosophy (or at least its prerequisites and elements) can be taught in elementary school in the context of organized or unorganized lessons, the teacher is left with great freedom in the use of silence. The author thinks about silence within its context as a condition for active
discussion and a platform for critical thinking, identifying many practical possibilities for including silence in teaching itself in elementary school. Thus, the teacher can start the lesson in complete silence, turn the physical time clock towards himself and not towards the students
(hidden curriculum), give instructions in non-verbal language, with body movements and ways of looking, greet in a physical way with looks, nods or gesticulations, increases attention to the choice of the type of tasks that require the student's quiet concentration, makes longer and deeper pauses during his speech, dresses in a way that expresses concentration and attention, etc. After a historical overview of the philosophical conceptions of silence and its
value, we consider Nietzsche's conception of silence, which he praises and criticizes at the same time, which he writes about and which he sometimes does not write about, which he
inserts into his written text through stylistic insertions and which plays a large role in his philosophy .
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