In contrast to several other European countries, a formal philosophy course is at present absent from the curriculum of Flemish Secondary Schools (FSS) in Belgium. In this article, we offer a plea for the necessary inclusion of philosophy as an independent mandatory subject in the FSS curriculum. Our line of argument takes into account three basic parameters: alternative conceptions of (i) teaching and (ii) philosophy, and competing (iii) educational aims of teaching philosophy. We substantiate our preference for a cultural-humanistic approach to teaching, a view of philosophy as an autonomous discipline with its own topics, texts and history, and an initiation in the philosophical tradition of Western civilisation as the primary aim of teaching philosophy. Against the backdrop of this ideal argumention, we evaluate in the context of Flanders’ contemporary educational reality the informal presence of philosophical practices in, for example, technical schooling, religious education and other non-philosophical instruction, education for democratic citizenship, and philosophy for children. In addition, we suggest some possible remedies for the current deplorable situation in the hope that the Flemish government — and in its wake the community and catholic educational networks — will in the not too distant future officially legislate for the formal inclusion of philosophy as a separate compulsory course in the FSS curriculum.