Abstract

Following Lévinas, for whom the Bergsonian defense of duration beyond time that is merely chronological corresponds to the release of terror of a world where novelty is impossible, this article proposes, in the field of philosophy for children, a thought exercise beyond what is known and mastered, that upsets the comfortable and habitual rhythms of the predictable and dislodges itself from naturally accepted ideas. Starting from the intersection of the Bergsonian concepts of possibility and temporality, we propose promoting collaborative, problematizing dialogue in an educational setting. We do so by dividing our reflection into two lines of thought, which we formulate as guiding questions: Is time possible in the community of philosophical inquiry? Is there time for the possible in the community of philosophical inquiry? Using the Bergsonian notions of time and possible like photographic lenses through which light is captured, we are interested in problematizing the practice of philosophical dialogue with children, specifically the preparation and the development of activities in a community of philosophical inquiry.