This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by children’s philosophical explorations. What is the role of the adult in children’s philosophical questioning? How can we respond to children’s philosophizing? What does it mean to do so? The essay explores philosophical (...) exercises for early childhood educators in a range of examples from literature – memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in children’s play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples. (shrink)

The aim of this article is to explore some aspects of the significance of Simone Weil's work for the question of reconciliation. Focusing on Weil's notion of power, and investigating its plausibility, the article argues that her thinking is less useful than is sometimes supposed for grounding a cosmopolitan ethic. It further argues that Weil's philosophical outlook, with its emphasis on loving everything that happens as an expression of God's will, is in danger of being incapable of taking seriously others' (...) suffering. By picking up on the themes of punishment and forgiveness in her work, it is contended that she does not have readily available a proper conception in this context of our status as political agents. However, it is suggested that there is to be found a more promising line on reconciliation in her work in the notion of luck, and that this concept is one that, more generally, may have a more important role to play in understanding reconciliation than is often supposed. (shrink)

This paper critically discusses D. Z. Phillips’ use of literary works as a resource for philosophical reflection on religion. Beginning by noting Phillips’ suggestion, made in relation to Waiting for Godot , that the possibilities of meaning that we see in a literary work can reveal something of our own religious sensibility, I then proceed to show what we learn about Phillips from his readings of certain works by Larkin, Tennyson, and Wharton. Through exploring alternative possible readings, I argue that, (...) although Phillips’ discussions are of considerable philosophical interest, they undermine his claim to be deploying a purely contemplative hermeneutical method. (shrink)