The necessity of teaching philosophy in African primary education evokes the question of the pedagogical inclination for realizing this. It is therefore on the foundation of such that this study investigates the best teaching methods for philosophy as a subject in African primary education system. Eight primary school teachers participated in a qualitative study using propositions from the reconceptualist theory of curriculum as these teachers’ views were thematically analysed to find out how the best pedagogy for teaching philosophy as a subject in African primary school should be constructed. Findings suggested a careful blend of both teacher and learner centered methods of teaching with finer details of proper engagements to wit: teaching by interaction/discussion, teaching with audio-visuals, teaching through play, teaching through songs, teaching with illustrative strategy, teaching through field trips and excursions. These findings have implications for primary education intervention in Africa. 

Keywords: philosophy, pedagogy, teachers, reconceptualism.