Today we inaugurate a new section on this blog. In the right column, you can find a space devoted to "Philosophy with Children." Therefore, as an introduction and motivation, we publish this interview with a noted author, expert and trainer in "Philosophy for Children."
Interview with Gustavo Santiago
Interview: Maria Eugenia Di Luca to Journal "New Education" published in EducaRed.org.ar
find
Children thinking
Develop critical thinking, reflecting, formulating hypotheses and foster dialogue are vital pillars in the process learning. But not always generated from the school adequate space for children to learn to cultivate these skills. Leer
spoke with philosophy professor Gustavo Santiago, author of novels and philosophical advisor Philosophy for Children program that currently applies in many schools.
How did the Philosophy for Children program and when they started working on these issues in Argentina?
- The program emerged in the late '60s in America, from the experience of Matthew Lipman. He was professor of the course "Introduction to Logic" at the University, and taught them boys of 18 and 19 years found that things would have been interesting to learn that before. Thus began a road tour to find at what point children can philosophize. For this, starting from the point of view of logic, and then incorporates ethics, metaphysics and epistemology. At the same time begin to create special resources and philosophical novels to work on what became the philosophy for children program.
The program runs on a global scale very quickly and arrived in Argentina in the early 90's. Just around 1993 was organized a bit more work, when they came Matthew Lipman and Ann Sharp to give courses and conferences in the country. And finally, in 1994 was perhaps the biggest boost when it was institutionalized the program and was organized from the University of Buenos Aires.
What is the program? What are your main senses?
- In principle, the philosophy for children is not an attempt to get the kids learn the history of philosophy, but rather that to philosophize. The practice takes place in classes with children is similar to the practice of philosophers is that children learn strategies to reflect their style communally. It leads them to work in a sense deeper than spectacular in ways that are acquiring habits of thought and not lose, in the case of younger ones, concerns related to curiosity and bring that work in the school tends to be deteriorating.
I would emphasize that children's program philosophy is not to be displayed as an element of marketing in schools, a factory is not geniuses, or conflicted kids. It is a working proposal aimed at something deep and slow, components that in some sense, not only the school but the contemporary life of our society was hurting, as elements of dialogue with a proof
put what you says. We're pretty acostumbrados a un intercambio formado por un monólogo detrás de otro, sin que nadie preste atención a lo que dijo la persona anterior para construir algo.
Por supuesto, el trabajo del programa apunta a que la clase no sea un encuentro para charlar y nada más. Se necesita que los chicos expresen algo propio y, a partir de eso, trabajar juntos para construir en común.
No es cuestión simplemente de opinar, sino de dar posturas fundamentadas, ponerlas a prueba, ver que otros, si tienen realmente en cuenta lo que yo pienso, lo van a cuestionar, y eso ayuda a pensar mejor.
Esta es la idea básica en cuanto a objetivos: que los chicos puedan aprender a desarrollar su pensamiento de una manera propia, pero a la vez community working cooperatively, not competitively.
"From what age can you start working philosophy with children?
- The program is designed to work from four years until, at least, all the GBS. It is a very long-term program that maintains the same structure with boys for four years and teenagers, but progress so far is the depth of the issues.
with a baby a year handling the language can keep a philosophical dialogue, but individual. While some people proposed to work from room three, I defend the work from four-room because I think that at this stage is more frequent that can be exchanged among boys. Which raises the program is a community work with which kids are difficult to achieve because it's hard to stay seated, make a round and listen to only one while talking. In the rooms of four and five, however, wonderful things begin to happen because of the language, customs and community perception of reality that takes place in an impressive manner. All these elements are important to consider what he said the other, to develop dialogue and to think better.
How it works in the classroom and what is the material used?
- The structure is very similar in room for four to nine years: the children sit in a circle and read a specially prepared text, usually a philosophical novel. In this respect things work in the kindergarten are very careful for example, working in round, listening to the other, the
give him time to talk. In this sense, I think that kindergarten teachers have special attention for it, and with the emotional issue, that after schooling is a bit neglected.
The material for the classes are philosophical novels featuring children are common, no powers, no great events. The main characters are not stereotyped morally, which is not common in texts for children. Currently, there are many texts in which implicit and explicit morals abound that make it difficult for the boy to think for himself.
in philosophical novels, however, there are problems and everyday situations. The character eventually does something that is considered common action, at other times it messes up and selfish as any boy. In addition, a series of concepts such as freedom, friendship, truth, justice, happiness, what is the reality
, how we know, among other things. These are all classics.
Then, on the basis of the text what is done is to discuss questions raised by this are from boys. It is they who, every text, choose what they want to talk, which you may find that what the teacher believes is the subject of an episode does not match what you highlighted the guys. That happens many times and is part of the richness of work. The teacher plans the class and if kids want to try another question
, will support planning for a kind of improvisation.
addition to the philosophical novels and specially prepared materials, what other material you can work?
- One may wonder why not talk about the reality of things that happen to kids instead of using the novels. Why why not work a workshop on ethics, conflict or mediation to resolve the things that happen? The point is that, through fiction, children may be more protective of themselves and can reflect the issues more freely. They are more comfortable talking about
the characters, thus avoiding taking sides that leads to fights when there are certain conflicts that arise in the classroom. The idea of \u200b\u200bthis paper is that it results in an improvement of relations between children, a growth not only individuals but groups. But to do so requires that children think, and that protection of fiction is important.
we could also ask why not work with current affairs. But I think it is wrong to consider the idea that the media show the reality and that the teacher has to be running after the news of the week so the kids can chat about it. Do not forget that the news media construct, produce them, in some cases almost certain
fictionally and intentions. Indeed, education may have objectives other than those media. It is possible to construct an agenda that guys really care and they are more productive in their lives than what the media wants this week to think. Especially
philosophy big boys, there's this idea that we must work with current issues and then quickly falls into using the newspaper and TV. But this is a mistake, in my experience the guys are more interested in what happens in a novel that what happens in the media. On the other hand, we also performed with literary works as "Alice in Wonderland," "The Prince" or mythology books that were interesting. But the philosophical novels are especially prepared to work the program, and work better as an educational resource. On the one hand, have a writing style oral, are short episodes. On the other, the kids are interested, get excited about the characters and scenes from everyday life.
What is the specific role of the teacher in this program?
- In principle, what the teacher does is provide the text. The boys from there, looking for trouble, some aspects that interest you to discuss. In general, expressed through questions and then they decide what questions to discuss and argue. The teacher's task is to coordinate the discussion trying to make a
discussion and not an expression of opinions loose. That is, you have informed positions, taking into account what the fellow said before, to be building something.
There is a detailed set of tools used by teachers through questions. The idea is that have more resources than the question why. Some of the elements are the logical categories to detect cases, evaluate reasons, make inferences, predict consequences, and a number of questions that help to argue either for them to pass an opinion on a stand. In this way they know what they are saying and the implications of what they say. This is related to a kind of ethical sensitivity that is about to take the place of another. For example: if I say something, see how I would feel if instead of being what was stated by the listener, you wonder if what I say I would hold it forever, if I want to live in a world in which to pass this or that , foster the relationship between speech and action, that is, if what I say is what I do or not.
This introduces the discussion and helps to think from a logical point of view and argumentative but also take into account the other's place.
If a teacher has to take a biology class, he knows what to answer but want to convey and work arising from a constructivist position, know where to go. In contrast, in philosophy, if the teacher is honest with himself, he knows he does not know what truth is, what freedom, what is happiness, but to live adhere to a position of some sort, whether ethnic, religious, policy, or keep in a
common sense. He knows that if it gets to think seriously about these issues does not have a solution. Precisely, the philosophical problems are raised for one to grow to think them without closing the discussions.
Returning to the role of the teacher, then the advantage is that this philosophy is not exposed. Coordinates the discussion from the procedural and attitudinal but does not provide conceptually. Even where the issues are thorny for the teacher, he knows that his task is to try to get kids to conclusions richest and most authentic to them.
Develop critical thinking, reflecting, formulating hypotheses and foster dialogue are vital pillars in the process learning. But not always generated from the school adequate space for children to learn to cultivate these skills. Leer
spoke with philosophy professor Gustavo Santiago, author of novels and philosophical advisor Philosophy for Children program that currently applies in many schools.
How did the Philosophy for Children program and when they started working on these issues in Argentina?
- The program emerged in the late '60s in America, from the experience of Matthew Lipman. He was professor of the course "Introduction to Logic" at the University, and taught them boys of 18 and 19 years found that things would have been interesting to learn that before. Thus began a road tour to find at what point children can philosophize. For this, starting from the point of view of logic, and then incorporates ethics, metaphysics and epistemology. At the same time begin to create special resources and philosophical novels to work on what became the philosophy for children program.
The program runs on a global scale very quickly and arrived in Argentina in the early 90's. Just around 1993 was organized a bit more work, when they came Matthew Lipman and Ann Sharp to give courses and conferences in the country. And finally, in 1994 was perhaps the biggest boost when it was institutionalized the program and was organized from the University of Buenos Aires.
What is the program? What are your main senses?
- In principle, the philosophy for children is not an attempt to get the kids learn the history of philosophy, but rather that to philosophize. The practice takes place in classes with children is similar to the practice of philosophers is that children learn strategies to reflect their style communally. It leads them to work in a sense deeper than spectacular in ways that are acquiring habits of thought and not lose, in the case of younger ones, concerns related to curiosity and bring that work in the school tends to be deteriorating.
I would emphasize that children's program philosophy is not to be displayed as an element of marketing in schools, a factory is not geniuses, or conflicted kids. It is a working proposal aimed at something deep and slow, components that in some sense, not only the school but the contemporary life of our society was hurting, as elements of dialogue with a proof
put what you says. We're pretty acostumbrados a un intercambio formado por un monólogo detrás de otro, sin que nadie preste atención a lo que dijo la persona anterior para construir algo.
Por supuesto, el trabajo del programa apunta a que la clase no sea un encuentro para charlar y nada más. Se necesita que los chicos expresen algo propio y, a partir de eso, trabajar juntos para construir en común.
No es cuestión simplemente de opinar, sino de dar posturas fundamentadas, ponerlas a prueba, ver que otros, si tienen realmente en cuenta lo que yo pienso, lo van a cuestionar, y eso ayuda a pensar mejor.
Esta es la idea básica en cuanto a objetivos: que los chicos puedan aprender a desarrollar su pensamiento de una manera propia, pero a la vez community working cooperatively, not competitively.
"From what age can you start working philosophy with children?
- The program is designed to work from four years until, at least, all the GBS. It is a very long-term program that maintains the same structure with boys for four years and teenagers, but progress so far is the depth of the issues.
with a baby a year handling the language can keep a philosophical dialogue, but individual. While some people proposed to work from room three, I defend the work from four-room because I think that at this stage is more frequent that can be exchanged among boys. Which raises the program is a community work with which kids are difficult to achieve because it's hard to stay seated, make a round and listen to only one while talking. In the rooms of four and five, however, wonderful things begin to happen because of the language, customs and community perception of reality that takes place in an impressive manner. All these elements are important to consider what he said the other, to develop dialogue and to think better.
How it works in the classroom and what is the material used?
- The structure is very similar in room for four to nine years: the children sit in a circle and read a specially prepared text, usually a philosophical novel. In this respect things work in the kindergarten are very careful for example, working in round, listening to the other, the
give him time to talk. In this sense, I think that kindergarten teachers have special attention for it, and with the emotional issue, that after schooling is a bit neglected.
The material for the classes are philosophical novels featuring children are common, no powers, no great events. The main characters are not stereotyped morally, which is not common in texts for children. Currently, there are many texts in which implicit and explicit morals abound that make it difficult for the boy to think for himself.
in philosophical novels, however, there are problems and everyday situations. The character eventually does something that is considered common action, at other times it messes up and selfish as any boy. In addition, a series of concepts such as freedom, friendship, truth, justice, happiness, what is the reality
, how we know, among other things. These are all classics.
Then, on the basis of the text what is done is to discuss questions raised by this are from boys. It is they who, every text, choose what they want to talk, which you may find that what the teacher believes is the subject of an episode does not match what you highlighted the guys. That happens many times and is part of the richness of work. The teacher plans the class and if kids want to try another question
, will support planning for a kind of improvisation.
addition to the philosophical novels and specially prepared materials, what other material you can work?
- One may wonder why not talk about the reality of things that happen to kids instead of using the novels. Why why not work a workshop on ethics, conflict or mediation to resolve the things that happen? The point is that, through fiction, children may be more protective of themselves and can reflect the issues more freely. They are more comfortable talking about
the characters, thus avoiding taking sides that leads to fights when there are certain conflicts that arise in the classroom. The idea of \u200b\u200bthis paper is that it results in an improvement of relations between children, a growth not only individuals but groups. But to do so requires that children think, and that protection of fiction is important.
we could also ask why not work with current affairs. But I think it is wrong to consider the idea that the media show the reality and that the teacher has to be running after the news of the week so the kids can chat about it. Do not forget that the news media construct, produce them, in some cases almost certain
fictionally and intentions. Indeed, education may have objectives other than those media. It is possible to construct an agenda that guys really care and they are more productive in their lives than what the media wants this week to think. Especially
philosophy big boys, there's this idea that we must work with current issues and then quickly falls into using the newspaper and TV. But this is a mistake, in my experience the guys are more interested in what happens in a novel that what happens in the media. On the other hand, we also performed with literary works as "Alice in Wonderland," "The Prince" or mythology books that were interesting. But the philosophical novels are especially prepared to work the program, and work better as an educational resource. On the one hand, have a writing style oral, are short episodes. On the other, the kids are interested, get excited about the characters and scenes from everyday life.
What is the specific role of the teacher in this program?
- In principle, what the teacher does is provide the text. The boys from there, looking for trouble, some aspects that interest you to discuss. In general, expressed through questions and then they decide what questions to discuss and argue. The teacher's task is to coordinate the discussion trying to make a
discussion and not an expression of opinions loose. That is, you have informed positions, taking into account what the fellow said before, to be building something.
There is a detailed set of tools used by teachers through questions. The idea is that have more resources than the question why. Some of the elements are the logical categories to detect cases, evaluate reasons, make inferences, predict consequences, and a number of questions that help to argue either for them to pass an opinion on a stand. In this way they know what they are saying and the implications of what they say. This is related to a kind of ethical sensitivity that is about to take the place of another. For example: if I say something, see how I would feel if instead of being what was stated by the listener, you wonder if what I say I would hold it forever, if I want to live in a world in which to pass this or that , foster the relationship between speech and action, that is, if what I say is what I do or not.
This introduces the discussion and helps to think from a logical point of view and argumentative but also take into account the other's place.
If a teacher has to take a biology class, he knows what to answer but want to convey and work arising from a constructivist position, know where to go. In contrast, in philosophy, if the teacher is honest with himself, he knows he does not know what truth is, what freedom, what is happiness, but to live adhere to a position of some sort, whether ethnic, religious, policy, or keep in a
common sense. He knows that if it gets to think seriously about these issues does not have a solution. Precisely, the philosophical problems are raised for one to grow to think them without closing the discussions.
Returning to the role of the teacher, then the advantage is that this philosophy is not exposed. Coordinates the discussion from the procedural and attitudinal but does not provide conceptually. Even where the issues are thorny for the teacher, he knows that his task is to try to get kids to conclusions richest and most authentic to them.
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