Big Ideas for Little Kids by Thomas E. Wartenberg

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Big Ideas for Little Kids: Teaching Philosophy through Children's Literature by Thomas E. Wartenberg

Introduction

This book contains everything necessary for teaching an introduction to philosophy class in elementary schools. It is the result of my own experience discussing philosophical issues with young children, from first to fifth graders, over the past twenty years. Since the very idea that kids are capable of taking part in a philosophical the dialogue will surprise many of you, the book also explains quite carefully the rationale for discussing philosophy with them and, indeed, the importance of doing so.

My goal in introducing philosophy to young children has always been to encourage and support elementary-school classroom teachers in their efforts to bring philosophy into their classrooms. Because my hope is that this book will spur the efforts of teachers to do so, I emphasize the fact that you do not have to have a background in philosophy to become an elementary-school philosophy teacher. All you need is a genuine interest in fostering the independence, creativity, and inquisitiveness of your students—as well as patience and a sense of humor! If you possess these and are interested in introducing philosophy into your elementary-school classroom, you’ll find everything you need to do so in this book.

Although I began by working with teachers to help them introduce philosophy into their classrooms, for the past decade my primary involvement has been through a course that I teach at Mount Holyoke College in which my students teach philosophy to elementary school children. The success that this course has achieved has surprised no one more than me. It is in part to encourage other philosophy professors to teach such courses that I have written this book, for it provides all the materials they will need to do so. Since my course is so unusual—I seriously doubt that anyone leaving a Ph.D. program in philosophy in the United States has had any instruction in teaching such a class—I wanted to help others interested in teaching a course like it to do so.

TABLE OF CONTENTS

PART I TEACHING PHILOSOPHY IN ELEMENTARY SCHOOLS

1 Natural-Born Philosophers

2 How I Became a Children’s Philosophy Teacher

3 Learner-Centered Teaching

4 The “Game” of Philosophy

PART II PREPARING TO TEACH

5 The Elementary-School Introduction to Philosophy Course

6 Preparing a Lesson Plan

7 Leading a Philosophical Discussion

PART III THE STORIES

8 “Dragons and Giants”: Teaching Ethics

9 Frederick: Teaching Social and Political Philosophy

10 The Important Book: Teaching Metaphysics

11 The Wonderful Wizard of Oz: Teaching Philosophy of Mind

12 The Giving Tree: Teaching Environmental Philosophy

13 Morris the Moose: Teaching Epistemology

14 Knuffle Bunny: Teaching Philosophy of Language

15 Emily’s Art: Teaching Aesthetics

PART IV IMPLICATIONS

16 Suggested Follow-Up Activities after Philosophy Discussions

17 Conclusion

“DRAGONS AND GIANTS” FROM FROG AND TOAD TOGETHER, BY ARNOLD LOBEL

Questions for Philosophical Discussion

Topic: Looking Brave Frog and Toad looks in a mirror to see if they are brave. The frog says they look brave. Toad asks if they really are brave.

1. How do you look when you are being brave?

2. Can you tell by looking at someone whether they are brave or not?

3. Was there ever a time when you felt brave but didn’t look brave?

4. Can you look frightened but still be brave?

5. How could Frog and Toad tell that they were looking brave?

Topic: Bravery and Danger Frog says that trying to climb a mountain should tell him and Toad whether they are brave.

1. Does doing something that is hard to do show that you are brave?

2. Are there other ways to show that you are brave?

3. Does doing something that’s a dangerous show that you are brave?

4. What if someone makes you do it?

5. What if you do something dangerous but don’t know it’s dangerous? Can you still be brave?

Topic: Perceiving Bravery Frog and Toad wonders whether they are brave.

1. How do you know when you’re being brave?

2. If someone says that you are brave, does this mean that you are?

3. How can other people tell when you are being brave?

4. Is it possible that you might think you are brave and be wrong?

5. Can other people be wrong if they think that you are not brave?

Topic: Bravery and Fear When the snake tries to eat Frog and Toad, they jump away and Toad starts shaking.

1. Were Frog and Toad being brave even though they jumped away?

2. What else could they have done?

3. Is it ever brave to run away from something dangerous?

4. Was Toad brave even though he was shaking with fear?

5. Does being scared when you face danger show that you aren’t really brave?

6. Is it possible to be brave and afraid at the same time?

Topic: Bravery and Action When Frog and Toad get back to Toad’s house, Toad jumps into bed and pulls the cover-up over his head. The frog jumps into the closet and shuts the door.

1. Does hiding under the covers or in the closet show that you are not brave?

2. Does a brave person have to be brave all of the time?

3. Can you run away from something scary and still be brave?

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Keep Reading and Grow. Thank You. Visit Again.

author/Thomas E. Wartenberg