By Arie Kizel
One of the most fascinating insights from modern neuroscience is the
distinction between the two halves of the brain—the right and left
hemispheres—which represent two different ways of perceiving reality. Dr. Iain
McGilchrist, a neurologist, philosopher, and psychiatrist, offers a radical and
profound interpretation of these differences in his book "The Master and
His Emissary." According to him, this isn't merely a functional division
of labor between two halves, but rather two fundamental approaches to the
world: one rational, structural, seeking control and precision (the left
brain); the other intuitive, open, experiential, and relational (the right
brain).
McGilchrist argues that Western culture throughout its history has increasingly
emphasized the dominance of the left brain—focused on measurement, criticism,
and technical thinking—at the expense of the complete human experience. In the
metaphor found in his book's title, he describes a "wise master" who
sends his emissary to manage his affairs, but eventually the emissary takes
over and forgets his place. This, McGilchrist claims, is exactly how left-brain
thinking has dominated culture, weakening the role of imagination, human
connection, art, and meaning.
Within this context, the emergence of the educational movement "Philosophy
for/with Children" is nothing short of revolutionary. Unlike conventional
curricula, which often emphasize measurable goals, performance, and correct
answers, Philosophy for/with Children centers on questioning, wonder, and
dwelling in not knowing (Kizel, 2024). Children explore the world as a learning
process (Kizel, 2023). This approach opens a wide door to the right
hemisphere—to holistic, intuitive, emotional, and metaphorical thinking.
Philosophy for/with Children is based on the knowledge that children are
capable of valuable philosophical thinking. It encourages:
- Open and collaborative discussion
- Asking deep questions
- Critical, creative, and caring thinking
- Mutual respect for different opinions
- Developing observation and reflection
skills
- The ability to reason and make corrections
within a philosophical community of inquiry
Intersections: The Divided Brain and Philosophy for/with Children
Balance Between Two Forms of Thinking
One significant connection between McGilchrist's theory and
Philosophy for/with Children is the emphasis on balance between different types
of thinking: Philosophy for/with Children encourages children to develop both
analytical thinking and creative, holistic thinking. McGilchrist argues that
for optimal mental and cultural health, we need cooperation between the
hemispheres. In this sense, Philosophy for/with Children can be seen as a
practice that promotes the kind of balance McGilchrist views as essential.
Listening and Observing Before Categorizing
McGilchrist identifies the left hemisphere's tendency to catalog and
classify before deep understanding. Similarly, Philosophy for/with Children
encourages children to suspend judgment, truly listen to others, and observe
phenomena before rushing to conclusions. The practice invites children to
develop what McGilchrist would identify as "open attention"
associated with the right hemisphere.
Understanding Context and the Big Picture
One characteristic of the right hemisphere according to McGilchrist is the
ability to see things in their broader context:
Philosophy for/with Children invites children to see connections between
different ideas and create links to real life. It encourages systems thinking
that views things in a wider context rather than isolating them.
Direct Experience Versus Representations
McGilchrist distinguishes between direct experience of the world (right
hemisphere) and focus on abstract representations (left hemisphere): Philosophy
for/with Children encourages children to connect with their personal
experiences and give them meaning, not just analyze abstract ideas. Philosophy
for/with Children balances thinking about concepts (left) with connecting to
personal experience (right).
Practical Applications: How to Integrate McGilchrist's Insights into Philosophy for/with Children?
Practices of Attention and Observation:
Inspired by McGilchrist, attention and observation exercises can be
incorporated into Philosophy for/with Children:
- Starting meetings with a minute of silence
and observation
- Deep listening exercises
- Extended observation of objects or images
before discussing them
Balance Between
Analysis and Synthesis:
Incorporating activities that encourage both analytical breakdown
and holistic synthesis:
- Breaking down a question into its
components
- Gathering ideas back into a comprehensive
picture
- Looking for connections between seemingly
different ideas
Space for
Paradoxes and Ambiguity:
The right hemisphere is capable of containing contradictions and
ambiguities:
- Encouraging questions without clear
answers
- Exploring dilemmas with no perfect
solution
- Recognizing multiple valid perspectives
Connection to
Body and Emotion:
Contrary to the Cartesian split between body and mind that
McGilchrist criticizes:
- Incorporating movement and play into
philosophical discussions
- Encouraging children to notice bodily
sensations when thinking about complex questions
- Exploring the connection between emotions
and ideas
McGilchrist's
insights are particularly relevant in our digital age:
The digital world encourages left hemisphere tendencies - breaking down into
information, speed, immediacy, algorithms.
Philosophy with Children can provide a vital counterbalance:
- Encourages slowing down and deep thinking
- Nurtures genuine human connection
- Builds the ability to rest in ambiguity
instead of seeking immediate answers
Recent research
supports the connection between McGilchrist's ideas and Philosophy for/with
Children:
Studies in education indicate that philosophical communities of inquiry improve
not only critical thinking but also empathy and emotional resilience—abilities
associated with the right hemisphere.
Recent brain research shows that attention and observation, central practices
in Philosophy with Children, change brain activity in ways that align with what
McGilchrist would identify as a healthy balance between the hemispheres.
Of course, there is no intention to dismiss the contribution of the left
hemisphere. In philosophical activity, especially when well-structured,
children also develop skills of analysis, distinction, reasoning, and logic.
However, the power of Philosophy for/with Children lies in creating a dynamic
balance between the two types of thinking: it allows a child to ask a question
from an inner experience, express emotion and imagination—and then enter into
dialogue with others, listen, argue, refine. Each meeting becomes an active
brain arena where both hemispheres maintain a harmonious dialogue rather than a
power struggle.
The "philosophical community of inquiry"—the central operational
model of Philosophy for/with Children—creates an environment where children
don't just solve problems but live within the questions. They learn to consider
different opinions, sense complexity, identify hidden assumptions, and develop
openness. This is ongoing training not only in cognitive skills—but in developing
an open, curious, sensitive, and moral consciousness. This is a consciousness
that McGilchrist attributes existential importance to: a consciousness capable
of containing complexity, resisting oversimplification, and reconnecting people
to the world and to others.
Therefore, Philosophy for/with Children can be seen not just as an educational
practice—but as a profound cultural act. Within an education system that
sometimes sanctifies efficiency, measurement, and control—philosophy returns
the human, the dialogical, the living to the center. It creates a space where
the human brain functions as it was meant to: through conversation between its
two voices—the one that distinguishes, and the one that connects.
Thus, by listening to children's questions, we learn not only about them—but
also about the possibility of restoring the balance we've lost.
References:
Kizel, A. (2023). Philosophy, Inquiry and Children: Community of
Thinkers in Education. Berlin: LIT Verlag.
Kizel, A. (2024). Enabling Students' Voices and Identities:
Philosophical Inquiry in a Time of Discord. Lanham, Maryland:
Lexington Books
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