Big Ideas for Little Kids: Teaching Philosophy through by Thomas E. Wartenberg

By Thomas E. Wartenberg

Written in a transparent and available sort, this publication explains why it is very important let childrens entry to philosophy in the course of primary-school educations.For additional info, stopover at www.teachingchildrenphilosophy.org

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The questions that we ask the children focus on these problematic aspects of the stories and give the children an opportunity to resolve their confusions. Using a read-aloud to begin a philosophical discussion, then, solves the initiation problem in a neat way. For what we do, once the readaloud is over, is ask the children a question that points out a philosophical puzzle in the story itself. Because the children have been engaged by the story, they naturally attempt to resolve the issue we raise.

NOTES 1 The contrast between teacher-centered learning and learner-centered teaching is my way to describe a distinction that many others have made. See, for example, Paulo Freire’s discussion of the banking conception of education (1970) for one attempt to characterize two different approaches to learning. 1 4 THE “GAME” OF PHILOSOPHY In the last chapter, I said I would discuss what I called the regulation problem, that is, how a teacher could facilitate a philosophical discussion among children that was likely to produce a good outcome.

9. We answer the questions the teacher asks as clearly as we can. We listen carefully and quietly to what someone is saying. We think about what we heard. We decide if we agree or disagree. We think about why we agree or disagree. When the teacher calls on us, we say whether we agree or not and why. We respect what everyone says. We all have valuable contributions to make. We have fun thinking together! 42 CHAPTER 5 For reasons that should be clear by now, we begin every session with a read-aloud.

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