By Arie Kizel
In a world where adult voices often
dominate the discourse, it's crucial to create spaces where children can
express their ideas, ask questions, and develop their critical thinking.
Philosophical communities of inquiry offer a powerful framework for enabling
children's voices, fostering an environment where their curiosity is valued and
their thoughts are taken seriously.
In my book, "Enabling Students'
Voices and Identities: Philosophical Inquiry in a Time of Discord," I
discuss the importance of this approach not only for enabling voices but also
for enabling students' identities.
What Are Philosophical Communities
of Inquiry?
Philosophical communities of inquiry
are a pedagogical approach that encourages children (and adults) to engage in
rigorous philosophical discussion. At the core of this approach is the
assumption that children have a natural capacity for philosophical thought and
are capable of grappling with fundamental questions about morality, knowledge,
existence, and justice. Unlike traditional philosophy lessons, where an expert
transmits knowledge, philosophical communities of inquiry focus on a
collaborative process of inquiry. Within a community of inquiry, participants
sit in a circle, often around a thought-provoking question or text, and engage
in a conversation that exemplifies dialogue at its best. The facilitator (or
mentor) does not provide answers but can (though not always) encourage active
listening, argument construction, presentation of evidence, and the acceptance
of different perspectives. The goal is not to arrive at a single "correct"
answer, but to deepen understanding and develop critical and creative thinking
skills.
How Do Philosophical Communities of
Inquiry Enable Children's Voices and Identities?
Children are not just "blank
slates" waiting to be filled with knowledge; they possess
"philosophical freshness" and an inventive ability to ask fundamental
questions. In my book, I challenge rigid psychological-developmental perceptions
that often limit the recognition of children's innate philosophical skills. In
my view, "philosophy with children" is not a lesson where children
are taught to philosophize, but rather the creation of a space where the human
mind operates naturally, through conversation, listening, and asking questions.
Valuing Curiosity and Independent
Thinking:
Communities of inquiry recognize
that children are not just passive recipients of information but active
thinkers. They legitimize their complex, sometimes "naive," questions
and show them that curiosity is a driving force for thought. When a child asks,
"Why do we exist?" or "What is justice?", the question is
taken seriously as a starting point for discussion, not as an interruption or
an unanswerable question. Sometimes they point out that children, even those
whose voices are silenced in the school environment, sometimes find
philosophical expression in virtual spaces, where they ask existential
questions like "Did the world have a beginning?" or "Is all this
a dream?".
Fostering Self-Confidence in
Expression and Enabling Identity:
In an environment where listening
and participation are equally valued, children feel more secure in expressing
their opinions, even if they differ from others. They learn to articulate their
thoughts clearly, defend their positions, and change their minds in light of
new evidence. This experience builds self-confidence and encourages them to be
more active in discourse, even outside the community framework. In my book, I
expand the concept of "voice" to "presence and identity,"
emphasizing the challenge of enabling silenced voices, especially those of
oppressed groups, within philosophical communities of inquiry. In doing so, the
community becomes a space where children can build and express their unique
identity.
Developing Listening Skills and
Mutual Respect:
One of the core principles of
communities of inquiry is empathetic listening. Children learn to listen to
what others say, to understand their perspective, even if they disagree with
it. This process fosters mutual respect, tolerance, and a willingness to engage
in constructive dialogue, rather than confrontation. When they hear themselves,
they learn the value of enabling others to be heard. In my book, I note that
children, who are sometimes perceived as egocentric, are willing to recognize
the extraordinary ideas of their peers as a resource for them, leading to
attentive listening and connection.
Recognizing Emotional and Social
Intelligence:
Philosophical discussions are not
merely dry intellectual matters. They often touch upon deep emotional and
social issues. Children develop the ability to identify emotions in themselves
and others, to understand the impact of emotions on thinking, and to make
informed moral decisions. They learn that emotions also have a legitimate place
in discourse.
Improving Critical and Creative
Thinking and the Search for Meaning:
Communities of inquiry challenge
children to think beyond the obvious. They learn to analyze ideas, identify
hidden assumptions, evaluate arguments, and consider alternatives. This process
enhances their critical thinking skills, enabling them to be more critical
consumers of information in a complex world. At the same time, they are
encouraged to think creatively and seek innovative solutions to problems. In my
book, I link philosophical communities of inquiry to the search for meaning and
the development of a sense of responsibility, inspired by thinkers like Matthew
Lipman and Emmanuel Levinas. I see this as a basis for developing recognition
of the existential uniqueness of everyone.
In my opinion, one of the central
challenges he identifies is the dominance of what he calls the "pedagogy
of fear."
What Is the Pedagogy of Fear?
The pedagogy of fear is an
educational approach, explicit or implicit, based on creating a sense of
anxiety or apprehension among both students and teachers. Instead of
encouraging curiosity, inquiry, and free thought, it focuses on obedience,
standardized performance, and the reduction of uncertainty. I would now like to
point out several manifestations of this pedagogy in the education system:
- Fear
of failure: Among
both students and teachers, there is a constant fear of failure in tests,
assessments, or not meeting expectations. This fear often leads to
avoiding intellectual risk and thinking outside the box.
- Fear
of making mistakes: The
education system sometimes labels mistakes as failures rather than
opportunities for learning. The emphasis on the "correct answer"
deters students from raising unconventional ideas or asking
"silly" questions.
- Fear
of the unusual and unpredictable:
The pedagogy of fear prefers order, discipline, and predictable outcomes.
Philosophical inquiry, by its very nature, is an unpredictable process
that raises new questions and challenges fundamental assumptions and
therefore may be perceived as a threat to control and classroom order.
- Fear
of undermining authority:
Philosophical communities of inquiry blur the traditional boundaries of
the teacher's authority as the sole expert. They encourage open discussion
where ideas are judged by their logical strength, not by the status of
whoever expressed them. This can cause apprehension among teachers who are
not accustomed to relinquishing absolute control over the discourse.
- Fear
of inefficiency: In an era
where the emphasis is on metrics, "acceptable" achievements, and
crowded curricula, philosophical communities of inquiry can be perceived
as a "waste of time" or an activity that is not
"efficient" enough to achieve narrow educational goals.
The Impact of the Pedagogy of Fear
on Philosophical Communities of Inquiry
The pedagogy of fear creates a
climate that is not conducive to the flourishing of philosophical communities
of inquiry:
- Silencing
voices: Instead
of encouraging children to express their thoughts, the fear of criticism
or failure causes them to prefer silence or to repeat predictable answers.
Their voice, both philosophical and personal, remains silenced.
- Suppressing
curiosity: Instead
of fostering children's natural curiosity, the emphasis on memorization
and exams suppresses the desire to ask deep, inquisitive questions.
- Harming
authenticity: Children
are afraid to be who they truly are, to express themselves freely, and to
raise questions stemming from their inner world, which harms their ability
to build an authentic identity within the community.
- Difficulty
in genuine listening: When
everyone is afraid, it is difficult to develop the mutual respect and deep
listening required for meaningful philosophical dialogue.
Moving from a Pedagogy of Fear to a
Pedagogy of Enabling
In my book, I point out that
philosophical communities of inquiry offer a central way to overcome the
pedagogy of fear. They create a safe space where:
- Mistakes
are part of the process:
Mistakes are not seen as failures but as opportunities to deepen
understanding and refine thinking.
- Curiosity
is legitimized:
Questions, even the strangest ones, are welcomed as a starting point for
deep discussion.
- Diversity
is valued: Different
perspectives enrich each other, fostering respect and tolerance.
- The
teacher is a facilitator, not just an authority: The teacher's role changes from an
exclusive source of knowledge to a facilitator who helps children discover
on their own.
For philosophical communities of
inquiry to thrive, a profound cultural change is needed in the education system
– a change that requires courage from both teachers and decision-makers to
relinquish absolute control and adopt an approach based on trust, curiosity,
and true enabling of students' voices and identities.
Challenges and Solutions
Although philosophical communities
of inquiry offer many benefits, there are also challenges in their
implementation. These include training skilled facilitators, finding time in a
busy schedule, and adapting content to different ages and developmental abilities.
However, the benefits of nurturing a generation of independent, confident, and
dialogically capable thinkers far outweigh the challenges. Investing in teacher
training and developing flexible curricula can help overcome these obstacles.
Concluding Remarks
Philosophical communities of inquiry
are not a method for teaching philosophy to children; they are a way to build
dynamic thinking communities where every child's voice is heard, valued, and
enabled. By providing a platform for children to explore life's big questions,
we not only develop their intellectual capabilities but also empower them to
build their identity, become engaged citizens, critical thinkers, and
empathetic human beings. Enabling children's voices and identities through such
approaches is an investment in a better future, where the voices of the next
generation will receive the respect they deserve.
