If we are considering information literacy as a liberal art, perhaps it is also possible to consider inquiry learning as a form of philosophy.
Since the move to involve children in philosophy began in the 1970s, several schools of thought have emerged (2011, p.171).
Matthew Lipman, from an educator’s point of view, based his argument for philosophy with children upon the constructivist work of John Dewey and the need to promote critical thinking. The aim of Lipman’s P4C was “not to turn children into philosophers or decision makers, but to help them become more thoughtful, more reflective, more considerate, and more reasonable individuals” (2011, p.174). Lipman saw critical thinking as a way to hypothesise about solutions to problems by first identifying facts or issues that cause the problem (2011, p.173).
Philosophy was not seen as a theoretical pursuit, but as a way for students to understand their interactions with their environment, and to empower them to influence change (2011, p.175). Gareth Matthews took a philosopher’s point of view, and proposed capitalising on children’s natural curiosity to introduce them to philosophical dialogue with children (2011, p.172). Instead of seeing the child as ignorant, he saw the child as a rationale being, capable of reasoning philosophically (2011,172). This approach emphasised opportunities for children to explore and articulate their thoughts through discussion, rather than emphaising logical thinking skills or problem solving (2011,176).
Another view of philosophy for children, saw it as a way to empower children to find, express and act upon their own sets of values, by shifting “power and agency in the classroom” and providing opportunties for children to reflect on and communicate their understandings (2011, p.173). Philosophy can’t be pigeonholed to two half hour lessons per week. philosophy is seen as a “site in which students can determine what the important questions for our time are, and where they can seek their own answers through the practice of thinking for themselves and with others in communal deliberation” (2011, p.178).
Philosophy can be linked to almost any area of learning. It has strong connections to cricital literacy in English, but philosophical discussions can also be used to explore concepts and topics in health, geography, history, mathematics, science and technology (De Haan, et al, 1995. p.9).
Inspired by John Dewey and Matthew Lipman, the ‘philosophy with kids’ approach “aims to stimulate curiosity about who we are, how the world is, what our relationship within it and with each other are, and what is fair, good and right” (De Haan, et al, 1995. p.5). The intention “is to teach children how to be effective, independent and creative thinkers” (De Haan, et al, 1995. p.5).
“Philosophical classroom discussion is conducted in a community of inquiry.” (De Haan, et al, 1995. p.6) Envisage classrooms where children, “motivated by their own curiosity and interests” work as a “classroom community of inquiry” to “co-operatively engage in learning” to be “responsible, active, creative participants of society” (De Haan, et al, 1995. p.5). Developing a ‘community of inquiry’ is largely dependent on the teacher’s willingness and ability to a model of participation, whilst guiding and facilitating children to answer their own questions and follow their own interests. Critical to the success of philosophical discussion is the teacher’s role in asking the right questions at the right time to stimulate and focus discussion by encouraging reasoning and deeper thinking (De Haan, et al, 1995. p.8).
The model described by De Hann, et al (1995, pp.13–16) provides advice to teachers on how to facilitate what is intended to be a largely child-directed inquiry. It involves the teacher presenting a stimulus to elicit questions from children, clarifying children’s questions, helping them to make connections amongst the questions and then asking the chidren to set the discussion agenda. There are several other steps to the process, but it should finish with an evaluation (De Haan, et al, 1995. p.14). The desired outcome is for children to become self-directed and self-correcting (De Haan, et al, 1995. p.6).
A sense of community is important. Working in a circle is important to ensure that everyone, including the teacher is considered to be on the same level (De Haan, et al, 1995. p.6). With young children it is possible to work on the floor (De Haan, et al, 1995. p.5). Setting basic expectations or ‘ground rules’ is also important. Children need to understand the need to listen to each other, to take turns, and to respect each other’s contributions so that their community of inquiry is a ‘safe place’ (De Haan, et al, 1995. p.7).
Philosophy is primarily as search for meaning. (De Haan, et al, 1995. p.8) Share the view that “philosophy is talking together about their ideas, thinking, asking questions and finding reasons” (De Haan, et al, 1995. p.7). There are no ‘experts’ in a philosophy community of inquiry, and children need to understand that answers are not always right or wrong (De Haan, et al, 1995. p.8).
In the consideration of philosophy for children two questions emerge that are both inevitable but impossible to answer. ‘What is philosophy?’ and ‘What might it achieve?’ (Biesta, 2011, p.306) However, because of the very nature of philosophy, both of these questions are very difficult to answer (Biesta, 2011, p.306).
In the consideration of philosophy for children two questions emerge that are both inevitable but impossible to answer. ‘What is philosophy?’ and ‘What might it achieve?’ (Biesta, 2011, p.306) However, because of the very nature of philosophy, both of these questions are very difficult to answer (Biesta, 2011, p.306).
The belief that engaging young children in philosophical discussions and activities will help them to think critically, reflectively and reasonably is the main attraction (Biesta, 2011, p.306). It is also claimed that this engagement can promote the development of moral reflection, sensitivity and social skills and democratic processes (Biesta, 2011, p.306).
Philosophy with young children needs to be concrete and directly related to their experiences. Carefully selected stories provide excellent stimuli for philosophical discussions (De Haan, et al, 1995. p.4). De Haan et al (1995) recommend four main themes for the first year of formal education: Being Somebody; Making Connections; What's Fair; and Using Our Brains.
Philosphy with children, like inquiry-based learning, begins with a question and views children as capable learners. However inquiry-based learning can also begin with a problem to be solved or hypothesis to be tested. I think that using philosophical discussion with young children could be a useful tool to explore and reflect critically on questions that are important to them, particularly in the areas of critical literacy, SOSE and HPE. However is it relevant to all forms of inquiry, e.g. scientific research that begin with a hypothesis to be tested or finding proofs for mathematical equations?
Philosophy with young children needs to be concrete and directly related to their experiences. Carefully selected stories provide excellent stimuli for philosophical discussions (De Haan, et al, 1995. p.4). De Haan et al (1995) recommend four main themes for the first year of formal education: Being Somebody; Making Connections; What's Fair; and Using Our Brains.
Philosphy with children, like inquiry-based learning, begins with a question and views children as capable learners. However inquiry-based learning can also begin with a problem to be solved or hypothesis to be tested. I think that using philosophical discussion with young children could be a useful tool to explore and reflect critically on questions that are important to them, particularly in the areas of critical literacy, SOSE and HPE. However is it relevant to all forms of inquiry, e.g. scientific research that begin with a hypothesis to be tested or finding proofs for mathematical equations?
Biesta (2011) raises a number of philosophical questions of her own about the assumptions underlying the philosophy for children approach, including:
What level of teacher and student expertise is required for students to engage fruitfully in philosophy?
REFERENCES
Biesta, Gert (01/05/2011). "Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education". Journal of philosophy of education , 45 (2), p. 305. Retrieved September 27, 2011, from Wiley Online Library.
De Haan, C., MacColl, S. and Mcutcheon, L. (1995). Philosophy with Kids Book 1, Melourne, Longman Australia.
LONG F. (2005). Thomas Reid and Philosophy with Children
Journal of Philosophy of Education, Vol. 39, No. 4. Retrieved September 27, 2011, from EBSCO Host.
(2011). "What Is Philosophy "for" Children, What Is Philosophy "with" Children--After Matthew Lipman?". Journal of philosophy of education (0309-8249), 45 (2), p. 171. Retrieved September 27, 2011, from Wiley Online Library.
Useful Links
Greek Philosophy for Kids, Kidipede
Philosophy for Children, Stanford Encyclopedia of Philosophy
Philosophy for Kids
Philosophy in Schools
Philosophy with Children, Federation of Australasian Philosophy in Schools Association
Sapere Communities of Enquiry
Teaching Children Philosophy
Think About It: Philosophy for Kids
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