Curious minds

Philosophy and children's exploration of the world

Abstract

This article provides an overview of the fundamental aspects of philosophy for children, examining its core principles, terminology, counterarguments, and empirical research. Specifically, it investigates how this pedagogical ideology aligns with The Icelandic National Curriculum Guide for Pre-schools. Moreover, the terms Philosophy for Children (P4C) and Philosophy with Children (PwC) will be defined, based on their historical origins and key theorists.

P4C is characterized as a well-defined and clearly demarcated concept and draws heavily on Lipman’s theory and practical framework for engaging children in philosophical inquiry. Notably, Lipman emphasizes the creation of study materials and teaching guides specifically tailored for young learners. The following conditions serve as both necessary and sufficient criteria for a practice to be classified as P4C:

1. Utilization of Teaching Guides and Study Materials: These resources should reflect the historical context, philosophical problems, and modes of thought (Sharp, 2017).
2. Teacher Qualifications: Educators engaging in P4C must possess a background in philosophy, coupled with extensive knowledge of curriculum content and philosophical interactions with children (Lipman, 2011).
3. Establishment of a Community of Inquiry.
4. Promotion of Critical and Creative Thinking (Lipman, 1991).

Additionally, dialogue plays a crucial role in philosophical engagement. To be considered philosophical, discussions must meet the following conditions:

1. Philosophical topics and ideas must be the focus of the discussion.
2. Logical/reasonable investigative methods must be applied.
3. The discussion must be characterized by philosophical approaches. (Aðalbjörg Steinarsdóttir et al. 2001; Hreinn Pálsson, 1996; Lipman, 1998).

PwC is a more diverse concept, as there is stronger focus on the practice and attitude of teachers and adults, rather than mere framework. Its foundation is rooted in Gareth B. Matthews’ approach to engage children in philosophical discussions. According to Matthews (2000), a teacher must:

1. Respect children’s thinking, sincerity, and innocence.
2. Engage in philosophical dialogue as a peer.
3. Embrace his own wonder.
4. Possess understanding of language and concepts.

Matthews (2000) contends that children are exceptionally receptive to philosophical thinking due to their innate curiosity and wonder. His argument that children can think philosophically can be summarized as follows: If philosophical thinking is founded on asking questions/inquiring, contemplating existence, and giving reasons for one’s beliefs then children have the capacity for philosophical thinking because:

1. 1. Children are naturally curious; they contemplate existence with childlike innocence and are eager to explore/inquire.
   2. Children ask questions.
   3. Children provide reasons for their beliefs.

This argument is situated within the context of the counterargument that children lack the capacity for philosophical thinking. By examining the perspectives of Richard F. Kitchener (1990) and Jean Piaget, we explore this contention. However, the crux lies in how we define “philosophy”. Children can indeed engage with philosophy, contingent upon our broader understanding of the term. For instance, children can learn to actively participate in conversations, attentively listen to others, express their viewpoints, engage in reflection, and come to their own conclusions based on evidence. This process, where individual thought intertwines with dialogue, is at the heart of children’s philosophy. Philosophy, when taught with sensitivity to individual experiences, becomes a powerful tool for meaning-making and self-discovery.

Philosophy plays a crucial role in nurturing young minds by fostering both creative and critical thinking. Within the context of the P4C/PwC ideology, these concepts are closely aligned with The Icelandic National Curriculum Guide for Pre-Schools (Miðstöð menntunar og skólaþjónustu, n.d.). We explore the distinction between critical and creative approaches to philosophy, emphasizing a discussion-as-game approach that is rooted in wonder. We argue that introducing philosophy to children in Icelandic pre-schools is not only sensible but also yields significant benefits. Research supports several positive outcomes associated with P4C/PwC, including enhanced language development, critical thinking, creative thinking, open-mindedness, democratic work practices, and mature thinking. These emphases align seamlessly with the preschool context.

Philosophy provides a unique platform for children to engage in thoughtful inquiry, explore diverse perspectives, and develop essential cognitive skills. We examine the importance of children’s philosophy, drawing insights from research studies that demonstrate its measurable impact. We find that children’s philosophy yields measurable results and is not merely a niche interest for philosophers. Rather, it has quite practical implications. Importantly, philosophical work with children is both enjoyable and rewarding. In this space, they can wonder, envision possibilities, and learn collaboratively—free from adult-imposed constraints.