Philosophizing with children

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Philosophizing with children is the teaching of argumentative and general cognitive abilities of children and is, among other things, the subject of philosophy didactics . It also denotes a corresponding movement that began in the United States in the 1970s. The state of Mecklenburg-Western Pomerania uses the same name for the school subject, which is taught as a substitute for religion from first to tenth grade. Philosophizing with children is also a psychological method to obtain information about the cognitive and moral development status of children or adolescents. The founder of this method is Jean Piaget , who conducted “clinical interviews” with children of all ages.

History

Kant

In his ethical didactics, Immanuel Kant recommends the Socratic dialogical method as a teaching method at the end of the Metaphysics of Morals . “A type of teaching in which the children judge by themselves, without being instructed by the teacher (...).” “He rejects instruction 'by means of deducted general formulas' and instead suggests using the moral experiences of the children. “He wants the children to think and philosophize for themselves.

Reform pedagogy

In Wilhelmine school there was no distinct philosophy teaching . It was not until 1900 that there were voices again, such as Rudolf Lehmann and Alfred Rausch , who suggested a separate propaedeutic subject. Due to the crisis of meaning of the First World War, these multiplied, for example Ernst Hoffmann and August Messer in 1919 . At the Reichsschulkonferenz in 1920, the demand for ideological education met with applause and later significant supporters, such as the school politician of the DVP Hans Richert , but above all the Catholic Church and the Center Party were against it, as they recognized competition for religious education . So it stayed different in Prussia than in z. B. Württemberg in working groups in the upper level.

Now, for the first time, reform pedagogues in Germany deal more intensively with the philosophizing of children. In 1922, the reform pedagogue Herman Nohl wrote an essay entitled Philosophy in School . “Nohl notices a 'metaphysical thinking' or 'philosophical amazement' in the children of the first four primary school grades, but also in those who are four years old (...). Nohl was of the opinion that philosophizing in elementary school should best take place in the overall classroom by dealing with 'topics from the children's experience area'. In the secondary level, on the other hand, he recommended teaching that is divided into individual subjects. Philosophy should be in the subject of 'life studies', comparable to today's ethics class . ”He developed didactic considerations to encourage this way of thinking. Philosophizing with children ties in with this concept.

The German nationalists Hans Leisegang and Rudolf Odebrecht founded a magazine Philosophy and School (1929–1934), Arthur Liebert in 1929 the Society for Philosophical Propaedeutics . The goals of the lesson should be a vague idealization of the learners.

Matthew Lipman and Gareth Matthews

The first elaboration of a philosophy program took place in the USA. In the late 1960s, Matthew Lipman undertook intensive studies in philosophizing with children. In 1974 he founded the Institute for the Advancement of Philosophy for Children (IAPC) at Montclair State University ( New Jersey ). The institute continues to develop philosophical children's books for school lessons to this day. There are philosophically organized stories with handbooks for teachers for every age group.

Since the 1970s, philosophizing with children has been gaining increasing importance in Germany, “especially in ethics and philosophy classes in primary and secondary school”. The movement has also been supported by UNESCO since 1999. According to UNESCO, thinking together with children about their “what-is-that-questions” is the core of philosophizing with children.

Directions

There are some slightly different directions in philosophizing with children.

  • Philosophizing for Children ( Matthew Lipman : " P4C "; Daniela Camhy: "Children's Philosophy")
  • Philosophizing with children ( Ekkehard Martens , Barbara Brüning , Michael Siegmund )
  • Philosophizing Children ( Gareth Matthews )
  • Thinking with children (Kerstin Michalik, Helmut Schreier, Hans-Joachim Müller)
  • Clinical interviews or individual interviews with children (Jean Piaget, Lawrence Kohlberg, Robert Selman and in Germany, among others, Monika Keller, Gertrud Nunner-Winkler and Renate Valtin, among others).

The names of the different approaches already indicate certain directions, but can also lead to misunderstandings. Lipman's designation "Philosophy for Children" ( P4C , "Philosophy for Children") makes the didactic claim clear, but is not to be understood as a mere reduction of the "real" philosophy. Matthews '"Philosophical Conversations with Children" and Martens' designation "Philosophizing with Children" (PmK) refer to a dialogical-pragmatic philosophy didactics.

The most widespread direction of the “children's philosophy” worldwide is “Philosophy for children” (P4C) . This philosophy for children creates its own canon of science for the philosophical content to be conveyed. This canon is set a priori, whereby synthetic thinking is emphasized as an essential characteristic of philosophical thinking, i.e. H. the ability to think in logical-discursive terms. “Philosophizing with Children” (PmK) focuses on creative thinking in addition to practicing logical-argumentative thinking. Placing creative thinking in the philosophical context of teaching means expanding the traditional understanding of philosophy as a clarification of concepts in discursive, unambiguous signs. Creative thinking produces presentative, ambiguous signs that serve to give the philosophical thinking of children a further possibility of expression.

None of the directions of philosophizing with children, whether it is the logical-argumentative school of the “philosophy for children” approach or the more dialogical-pragmatic school of “philosophizing with children”, can and wants to convey functional knowledge. The creative approach of the PMK places the emphasis within philosophizing with children on the search for and expression of interpretations. In their search for meaning, the children form signs or symbols, which in turn offer an opportunity to look for new interpretations. These are so-called presentative symbols, which, in addition to the discursive symbols, are reference points for further reflection. Philosophizing with children is essentially a process of symbolization - a process of making characters. The developmental studies show that the children's concepts correspond to their level of cognitive development.

methodology

content

The children's questions themselves can give rise to philosophizing, but philosophical discussions can also be encouraged by the teacher. The content is based on the children's world of experiences and events. This can also be subdivided into the four Kantian questions into which the scholar divided philosophy in his lecture on logic in 1804:

The factual topics for philosophizing in elementary school should correspond to the realities of life and the interests of the children. For philosophizing, phenomena that allow complex and ambiguous aspects as well as controversial points of view should be chosen. In addition, there are topics that are appropriate to the specifics of the class situation.

Popular questions in elementary school are, for example, “What is happiness?”, The question of friendship and infinity. In developmental psychology there are various studies on moral dilemmas or on social and moral concepts that are important for children in their everyday lives, such as friendship, lies, punishment.

Methodical tools

The methods of philosophizing with children serve on the one hand to stimulate and promote logical-argumentative thinking and on the other hand to stimulate and promote creative thinking.

Books

Among other things, picture books, short stories (P. Jaspersen, Denmark), science fiction (E. Matthews, GB), philosophical texts (H.-L. Freese, Berlin) or books specially written for children's philosophy (especially by Lipman ( Pixie, Harry Stottelmeier's discoveries and others)). There are many children's books with a philosophical content. Some children's books are explicitly designed to address philosophical topics, but picture books without an explicitly philosophical topic can also stimulate reflection and philosophizing. In contrast to philosophical novels such as “ Sofies Welt ” by Jostein Gaarder, which make philosophy the subject of a children's and youth book, many books can introduce you to your own philosophizing on specific questions and problems on a particular topic. In addition to content and language, picture books also offer images as levels of philosophical reception. Including the aesthetic is not only a special charm from a philosophical point of view, but also the challenge of engaging more in the possibilities of children's reception than through language.

draw pictures

Psychologists have found that we think symbolically, visually and action-related on an equal footing. Communication occurs not only through language, but also through gestures, facial expressions, colors, shapes, etc. Even before they acquire the written language, children deal with their environment by doodling. That is why there is also the approach with children to think about terms in drawings. In the case of the images, a distinction is made between a concrete (objective) and an abstract level. Visual philosophizing promotes the ability of children to generalize, to recognize connections and essentials. It enables different talents to emerge and relativizes the dominant role of the adult.

Helmet trick

In addition to using books and painting pictures, certain headgear can encourage philosophizing with young children. When practicing philosophizing with children, a Viking helmet or a magic hat is particularly useful. When wearing a Viking helmet, children can put themselves in the shoes of a "king" or "knight" who is supposed to give orders how he would imagine a better world. Wearing a helmet encourages particularly shy children. Often children have more confidence in themselves by wearing the Viking helmet, which promotes philosophizing together with adults. The helmet trick can mainly be used in daycare and primary schools.

The method of class discussion

learning goals

The class discussion can have different goals:

  • Improvement of language and thought development
  • Development of creativity
  • Promote personal and social development
  • Promote tolerance

The most important thing for educators is the promotion of independent thinking, personal development and the development of social skills. Child-centered conversations should also promote communication between the children. By reflecting, thinking and expressing themselves, the students can “play an active role in helping to shape the teaching process. Conversations in particular are ideally suited for children to be able to contribute their ideas, experiences, opinions and feelings about issues. "

Atmosphere for discussion

According to Riemann, a discussion atmosphere is necessary in which every child feels

  • "That his thoughts and opinions on the subject are in demand,
  • that on the one hand it is interesting and on the other hand it is necessary to listen to one another in a concentrated manner so that one can complement or correct one another,
  • that one may express doubts, concerns, funny things,
  • that you can express criticism without being resented,
  • that one has the right to ask questions in order to look for answers together ”.

Interlocutor

The teacher leads or moderates the philosophizing of the children. The teacher gives an impetus, introduces rules of conversation together with the children, but then withdraws. In order for the children to really talk, discuss and philosophize with one another, the children call on each other, and they report with a show of hands. Facilitating a philosophical discussion with children includes:

  • Reluctance
  • Lowering initial expectations: It's (only) about supporting the process, the students don't have to philosophize right away.
  • Steering without anticipating results: directing focus / attention (e.g. through a thought experiment)
  • Systematic, but open-ended approach ("from A to B")
  • "Therapeutic" formulations
  • Summary
  • reflection

Feelings in conversation

Brüning is of the opinion that emotions cannot be replaced by arguments. She tries to find a balance between positive and negative feelings. The children should be given the opportunity to talk about their feelings - whether negative or positive. Brüning would like the children to "determine a certain development of their feelings [and learn] not only to assert their own interests, goals and wishes (...), but also to respect those of others".

Tasks as a conversation impulse

In addition to the content of philosophical discussions and the various aids, there is another important method to get into philosophizing with children (and young people): setting complex tasks. By working on tasks, children establish relationships with the world and with other people. Philosophical questions can be asked after or during the complex tasks. The process of working on tasks and philosophizing challenges children productively. Through certain tasks, children establish philosophical relationships with themselves and the world. The child philosophers Michael Siegmund and Hartmut Wildermuth cite as examples of complex tasks in child-friendly language:

  • Take an A4 sheet. Imagine becoming king of the earth. You could command anything you want. Each of your commands is implemented one to one, whether other people want it or not, whether the limits of physics allow it or not. List your commands. (Philosophizing about politics, power, violence)
  • Tell about your favorite sport: no matter where, when and how this sport is or has been practiced. So it can also be a sport that you prefer to watch on TV. Of course, it can also be the soccer field next door. Why is it your favorite sport? Reports about your most significant sports experience. (Philosophizing about movement and sport)
  • Create a daily routine for a perfect day. What would a perfect day be like for you? You can also create a plan for a week or a whole month. (Philosophizing about happiness and suffering)
  • Imagine you are the director of your own life. Your self would be an actor and your environment would be the set. What would your stage directions be? In doing so, refer to yourself on the one hand and to your environment on the other. (Philosophizing about oneself and one's will)

A productive philosophizing often results from the tasks. The task-based method of philosophizing with children can be practiced primarily in school, but also in sports clubs, social institutions or in the family.

Questions and pictures as a stimulus for conversation

As a basis for philosophizing with children, the questions used ("What is friendship?", "Do animals have feelings?", "What is happiness?") Are of decisive importance. The educational scientist Michael Siegmund recommends asking children a philosophical question together with an inspiring picture. Image and question together form the beginning of philosophizing. Among other things, natural landscapes, images of animals and people, certain social situations or fantasy images are used here. This double method can already be used in daycare for children from the age of 4, as well as in school or with the family.

See also

literature

General

classic

Introductions

Web links

Individual evidence

  1. ^ Jonas Pfister: Subject Didactics Philosophy. Haupt / UTB, Bern / Stuttgart 2010, p. 128.
  2. ^ Framework plans for the subject Philosophy Bildungsserver Mecklenburg-Vorpommern
  3. ^ Jean Piaget: Le jugement moral chez l'enfant. Alcan, Paris 1932.
  4. ^ Ekkehard Martens: Philosophizing with Children. An introduction to philosophy. Philipp Reclam jun., Stuttgart 1999, p. 55.
  5. ^ Ekkehard Martens: Philosophizing with Children. An introduction to philosophy. Philipp Reclam jun., Stuttgart 1999, p. 54.
  6. ^ Gustav Lambeck: Philosophical Propaedeutics in connection with problems of the individual sciences. Leipzig / Berlin 1919.
  7. ^ Ekkehard Martens: Philosophizing with Children. An introduction to philosophy. Philipp Reclam jun., Stuttgart 1999, p. 16 ff.
  8. ^ Christian Tilitzki : The German University Philosophy in the Weimar Republic and in the Third Reich. 2 volumes, Berlin 2002, pp. 422–426.
  9. ^ A b Douglas Martin January 14, 2011: Matthew Lipman, Philosopher and Educator, Dies at 87
  10. ↑ Rita Koppers Kupzog, Wolfram Wenzel, Rudolf Aichner: Discover the philosophers the children? Systematic considerations on the philosophy of children. on: die-philosophen.de , September 25, 2011.
  11. ↑ Gareth B. Matthews (1929-2011)
  12. ^ Ekkehard Martens: Philosophizing with Children. An introduction to philosophy. Philipp Reclam jun., Stuttgart 1999, p. 7.
  13. ^ Jonas Pfister: Subject Didactics Philosophy. Haupt / UTB, Bern / Stuttgart 2010, p. 129.
  14. ↑ German UNESCO Commission: Philosophy - a school of freedom. Philosophizing with children worldwide and in Germany. Bonn 2009.
  15. ↑ Helmut Schreier: Thinking with Children. From the practice of children's philosophy in primary school. Klinkhardt, 1999, p. 41.
  16. ↑ Thomas Ebers, Markus Melchers: Practical Philosophizing with Children. Concepts, methods, examples. Lit-Verlag, 2006, p. 134 ff.
  17. ↑ Gertrud Nunner-Winkler (ed.): Female morality. The controversy over gender ethics. Campus, Frankfurt am Main / New York 1991, ISBN 3-593-34338-X .
  18. ↑ Renate Valtin and others: With the eyes of children. Friendship, secrets, lies, quarrels and punishment. Rowohlt, Hamburg 1991, ISBN 3-499-19156-3 .
  19. ↑ Rudolf Aichner, Rita Koppers-Kupzog, Wolfram Wenzel: The philosophy in the children's room - 1st International Congress for Children's Philosophy in Graz. September 25, 2011.
  20. ↑ Hans-Bernhard Petermann: Can a herring drown? Philosophizing with picture books. 1st edition. Beltz Paperback, 2007, p. 11.
  21. ↑ a b Barbara Brüning: What is a philosophical discussion with younger children? In: Daniela Camhy (ed.): When children philosophize. Leykam Buchverlagsgesellschaft, Graz 1990, p. 109 ff.
  22. ↑ Michael Siegmund: Philosophizing with Children in the Daycare: A manual with many topics, tips, tricks and stories. Norderstedt 2013, p. 36 ff.
  23. ↑ a b Helmut Schreier: Thinking with children. From the practice of children's philosophy in primary school. Klinkhardt, 1999, p. 39 f.
  24. ↑ Sabine Riemann: Let children talk to each other in a relevant way - conversation practice with children in class. In: thing - word - number. H. 10, 1997, pp. 11-16.
  25. ↑ Michael Siegmund, Hartmut Wildermuth: Philosophizing with children and adolescents: A task book. With stimulating material, many questions, reflections and pictures to philosophize together , Norderstedt 2014
  26. ↑ Michael Siegmund: The best 123 questions for philosophizing with children and adolescents: With many pictures to reflect on together . 1st edition. BoD, Norderstedt 2019, ISBN 978-3-7357-2457-1 .