Children are capable of contributing unique insights to philosophy, making their involvement in philosophical conversations important for them as well as for adults and the discipline in general. The chapter begins by examining whether children are capable of engaging in philosophical inquiry at all, which leads to an analysis of the related issue of what it means to do philosophy. The chapter then explores children’s philosophical thinking and in particular children’s epistemic openness, and considers the value of philosophy for children, (...) both instrumental and intrinsic. The ways that the failure to listen, solely on the basis of age, to children’s ideas and questions is argued to constitute a form of epistemic injustice, and the chapter concludes by claiming that paying attention to children’s philosophical engagement can help raise awareness about what a philosophical approach can offer to our combined thinking about ethics, social and political problems, and other important issues. (shrink)

Although much has been written about the nature of philosophy and how the discipline can be defined, little attention has been paid to the ways we develop the facility to reflect philosophically or why cultivating this ability is valuable. This article develops a conception of “philosophical sensitivity,” a perceptual capacity that facilitates our awareness of the philosophical dimension of experience. Based in part on Aristotle's notion of a moral perceptual capacity, philosophical sensitivity starts with most people's natural inclinations as children (...) to reflect about life's fundamental mysteries; when this capacity is cultivated with training over time, our attentiveness to the philosophical features of ordinary life becomes almost second nature. In much the same way an aesthetically sensitive person notices certain qualities of experience not readily perceptible by others, philosophical sensitivity involves the development of a particular way of seeing the world. (shrink)

Matthew Lipman wrote that “questioning is the leading edge of inquiry.” This reflects the primacy of the question in a community of philosophical inquiry. The heart of the transformative potential of philosophy for children is student engagement in a dialogue grounded in the questions that most appeal to the group and the collaborative attempt to construct meaning and cultivate deep understanding. The students’ responsibility for choosing the question to begin their discussion enhances the democratic nature of the community and highlights (...) the preeminence within the inquiry of the issues that perplex the students. There is a significant relationship between having the children choose the question for discussion and the role of epistemological modesty – the acknowledgement that all members of the group, including the facilitator, are fallible and hold views that could end up being mistaken - in a community of philosophical inquiry. In order to encourage children to engage in what Lipman called “creative questioning,” it’s essential that we trust their judgment and support their cultivation of the inclination to question. (shrink)

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Lone conducted weekly philosophical discussions for first and second graders on human rights and how to be treated in society. With “The right to be treated equally” as a nearly unanimous response, Lone records these reactions in a formatted list.

Philosophy for children is a worldwide movement to acknowledge and encourage children's philosophical capabilities and interests by developing spaces for children to pursue philosophical inquiry. Unlike the typical undergraduate philosophy class, philosophy for children sessions emphasize philosophical concepts, questions, and discussion rather than focusing on mastering arguments made by contemporary or historical philosophers. The aim is to cultivate an attentiveness to the philosophical dimension of life, or philosophical sensitivity. Despite the growth of philosophy for children around the world, the field (...) remains on the periphery in both the academy and in school systems in the United States. In addition to the effort to heighten the field's prominence and enlarge its scope and influence, other important current issues in the field being addressed by scholars include the following: an exploration of epistemic injustice and philosophical recognition of young people; social inequalities and obstacles to reaching diverse populations; and development of philosophy of childhood. (shrink)

This is an exciting time for people working in pre-college philosophy in the United States, as the last decade has seen slow but steady growth in the field. As the field develops, there is an expanding need for high-quality resources in a variety of areas: (1) for philosophers and other philosophy educators working with teachers, graduate and undergraduate students, and other adults to train skilled pre-college philosophy teachers; (2) for philosophy educators teaching philosophy in K–12 classrooms; and (3) for pre-college (...) teachers attempting to introduce philosophy into their own classrooms. This article evaluates five books that have been published in the last few years, all aimed at pre-college practitioners. Ranging from the very practical to the more theoretical, each of these books seeks to enhance the ability of philosophy educators to teach philosophy in pre-college classrooms. (shrink)

This article describes a philosophy session with ten-year-old students centered around aesthetics, and in particular on questions about the meaning of music. The students explore the nature of music and art, including questions about what makes something music, artist intention, and the relation of art and the expression of emotion. The session involves a performance of John Cage’s work 4’ 33” and the way in which the performance can inspire a conversation with young people about philosophy of music. The article (...) depicts such a conversation in a fifth grade classroom. The students examine whether silence can be music, whether art must express emotion, and whether it is the external properties of a work or our experience of it that define it as music. Music is deeply important to most people, and yet it evokes some of the most challenging questions of aesthetics. Discussing these questions can serve to illustrate some of the ways in which philosophical enigmas lie behind many of our most ordinary experiences. The surprising experience of attending a performance of Cage’s work, combined with being outside of the classroom for a special event and the relevance of music in the students’ lives, create a powerful environment for philosophical inquiry. The students are able to grasp immediately the complex issues raised by the work, and the resulting search for meaning within the philosophical community of inquiry can be a transformative moment. (shrink)

The United States Constitution embodies both the real and the ideal. It is a concrete written text that uses particular words, has a history, and possesses certain limits; it is also a statement of the aspirations and dreams of a society. This dual identity requires that the Constitution be understood both as written positive law, and as an expression of a national vision and set of ideals. ;I argue for a conceptual theory of law that is positivistic in the sense (...) that it relies for the identification of law on social conventions that form the foundations for determining what counts as law. My view is drawn from H. L. A. Hart's legal positivist view, but it departs from this view to argue that judicial custom can be, along with Hart's rule of recognition, an additional social custom that provides criteria for identifying and creating law. Judicial custom involves the acceptance over time by judges of certain principles as authoritative in the context of adjudicative decisionmaking. I contend that both rules and principles can be part of law, and that principles attain the status of law through judicial custom. ;I rely on this understanding of law to argue for a theory of constitutional adjudication that is an alternative to both originalism and traditional non-originalist theories. Originalism is the view that judges can decide constitutional cases exclusively on the basis of two grounds: the text or the original intentions or understanding of its framers. The theory of law that I defend accepts that these grounds are important for any constitutional decision, but holds that constitutional decisions can also legitimately be made on the basis of constitutional theories. Such theories explain the often broad and abstract language of constitutional provisions by articulating hypotheses about the principles that underlie the text. I argue that the central constitutional commitment is to each individual's right to self-determination. This requires protection of an aspect of personal liberty that involves the deeply personal and unique nature of each person's aspirations, ideas, and initiatives. (shrink)