Can we think about something we cannot imagine?  The more direct version of this question is, can we think about something we cannot directly imagine.  Since we are almost certainly, in Sagan’s example of the cube, imagining a 4th dimensional object without picturing it.  We are imagining (and even creating) its shadow, and the rules by which it exists.

But suppose there was a thing we couldn’t in any way gain a mental hold on.  Could we be said to be thinking about it?  In the act of thinking about it, do we in some sense imagine it, even if only in a representational way?  There’s more than a faint aroma of Anselm in this line of thought.

The divide between thought, imagination and reality is one of the most philosophically rich areas for exploration.  There are thus many wonderful ways to start a discussion.  With older students you might show them this very clip, and ask the question “can we think about something we cannot imagine?”.  Alternatively one might whip up a small story exploring imagination and reality.  For example:

Ebonie whispered to Jen:  ”I dreamed I saw a unicorn!!!”.

Jen was not impressed.  ”So?” she said.

Ebonie said “Well, every time I think of something, its real, even if its acting silly.  Like when I dreamed of the squirrels dancing”.

Jen giggled.

Ebonie continued: “So, if I can see a unicorn with my mind, it must be real!!!”.

Jen said: “But you saw it in a book that doesn’t count.”

Ebonie didn’t even pause for breath, smiled and asked “But where did THEY see it?”

The video also provides, in its exploration of explaining a 3rd dimension to 2 dimensional creatures, the question of explaining experience.  How do you explain the taste of an orange to someone who’s never tried one?  Can you explain up and down to someone who can only move forward, backward, left and right?  How might you do it?

Pavel: “You’ve never tried pizza, how do you know you won’t like it?”

John: “It looks yucky.”

Pavel: “Lots of things look yucky, but aren’t.  You love oatmeal!”

John: “Oatmeal is a good kind of mushy.”

Pavel: “…. Uh…. yes… a good mushy.”

John: “What does pizza taste like?”

Pavel: “Well….”

How would you explain what pizza tastes like to someone who has never had it?  What if they’ve never eaten ANYTHING?  Could you explain what taste is to someone without a mouth?

What do you think?  What other curious questions might young minds ponder after seeing this video?

The day began with Jana Mohr Lone of the Northwest Center for Philosophy for Children presenting on moral philosophy.  We were split into groups and asked to contemplate the notion of morality, indifference, risk, action and completing moral obligations in the context of the holocaust.  The resulting discussion was made all the more illuminating by the revelation that much of our discussion and conclusions could be found when this discussion occured in schools!

David Kennedy of Montclair University spoke next.  While his discussion ranged over a number of important topics, what I see underlined in my notes is his discussion of how very central philosophy is to democratic education.  If we are at all serious about producing citizens, then forming communities of philosophical inquiry – which is an innately democratic activity – is essential.  How can we produce citizens if our educational system only allows them to practice following orders?  Among his other insights, I really enjoyed his use of all statements to provoke counter examples from his younger students.  Its a charmingly effective tactic and one I will certainly have to incorporate into our own approach.

We had a nice, long lunch.  A number of curious side conversations occured.

Then we were onto our next speaker: Thomas Wartenberg of Mount Holyoke.  He talked about his program, in which education and philosophy undergraduates go into elementary schools to teach philosophy using children’s literature.  From Tom’s talk I got a real sense of how very important philosophy is to developing one’s ability to absorb information critically.  The value of this cannot be overstated, as it has applications in everything from digesting the news to resisting peer pressure.  Philosophy really encourages children to talk to each other on a deeper level.  Perhaps one of the most exciting aspects of this talk was the news that his former undergraduates were going on to continue working towards improving education.  The transformative nature of doing philosophy with children was inspiring his college students in ways that helped guide them well after graduation.

Michael Burroughs of UMemphis followed Professor Wartenberg with a discussion of his own work in Memphis.  Michael really drove home how deeply connected philosophy for children is to the notion of social justice, and how immediate and empowering it can be.  He also delved into the history of philosophy in order to issue an energetic call for the dignity, agency and intelligence of the child.  It is vital to remember that in the work of spreading philosophy for children, we are affirming the rights of children.

Finally Rafael Rondon of Sacred Heart Catholic School spoke.  He began with a discussion of the benefits of philosophy for the moral development of children.  He then launched an unrepenting foray into the poisonous effects of poverty’s stressors on the cognitive development of children.  He cited Martha Farah of the University of Pennsylvania’s work, and how the issue of poverty was therefore an issue of bioethics.  It simply was not possible to come away from the talk without the knowledge that those of us working towards disparate parts of education reform need to band together to passionately and effectively advocate for the rights of the child.  We can do so much better by our children, and we have every obligation to try our hardest to achieve that progress.

Philosophy is a tool that can help teachers connect with students on a much deeper and effective level than traditional instruction.  But we must, must include philosophy within the larger context of our current educational system with all its flaws, quirks, and within the efforts to reform it.  Coming away from this conference I feel confident in what we can accomplish.  I had the great fortune of meeting lovely, passionate and intelligent people across a range of backgrounds and generations, all dedicated to achieving real change in how we teach our children.  I cannot wait to see where we go from here.

Can happiness and pleasure be the same thing, or are they fundamentally different?  Is justice fairness, the existence of consequences, or a state of being?  Can there be a universal concept of a good life, or will it differ from person to person in a way that defies a single description?

Discuss the distinction between happiness and pleasure, the definition of justice, or what constitutes the good life and other topics with high school students and other guests over at Blog Philos.

He made a number of rather key observations and points.  In particular that children enjoy philosophy because, in their words, “the teacher has to listen to what we say” (which echoes my experiences in DC).  The other being that adults benefit.  Philosophical education is not a one way street, and no where else is the idea that we can learn from children so clear and practical as it is in the study of philosophy.  He also emphasized the importance of how we relate to children.  When you introduce philosophical discussion into your relationship with children, be they younger family members or students, it changes and deepens that relationship in a wonderful way.

The night ended with a reception lasting well into the night, and filled with excited conversations about the nature and purpose of philosophy, education, and a shared commitment to progress.

What do you think we should change about or add to the site, and why?  Comments welcome!

(Note that all materials and features will be available for free.)

I had the wonderful opportunity to work with and then interview teachers and students in California and Washington DC.  Here are some highlights from those interviews.  I invite you to imagine your students, your own children or kids in your community having the opportunity to study philosophy.  See their potential, and  imagine what they can do.

Sponsored by the Department of Philosophy and made possible through support from the Tennessee Board of Regents, the Squire Family Foundation, and the Marcus Orr Center for the Humanities, Keeping the Child in Mind: A Conference on the Philosophy of Children will be held on September 11-12, 2009. Gareth Matthews, Professor of Philosophy at the University of Massachusetts and author of Philosophy and the Young Child (1980), Dialogues with Children (1984), and The Philosophy of Childhood (1994), will be the keynote speaker. Local teachers and administrators, as well as the general public, are invited to attend. Further information about the conference is available here.

If you can make it out, it should be an excellent time.  I’ll be hanging around an additional day to make connections and invite participants to discuss the strategy of a nationwide philosophy for children program.

I’d like to take a bit to talk about our organization and our goals for this summer:

Why do we care about Philosophy for Children? Simply put, we believe philosophy can have a measurable positive impact on reasoning and communication skills, self-esteem, conflict resolution, standardized test scores, and attitudes towards schools and learning. It doesn’t just benefit students. Teachers start a new relationship with their students, one in which they have more insight into the thought processes and motivations. It is a relationship that is profoundly more equal than the usual, one that allows something of the same intellectual respect and dignity adults afford ourselves to be shared with the children we teach. Philosophy for Children has been around since the 1970′s, and it is an idea whose time has come.

Over the summer we will have a major fundraising drive. We will place a prime focus on research (running studies in DC and Chicago), as well as a documentary film to be shot in Chicago. In addition we will network with existing Philosophy for Children proponents in the US and elsewhere to share advice, strategy, and find ways to help (in particular, watch this space for news on a Philosophy for Children conference in September in Memphis, TN).

With the support of the Peace Development Fund as a fiscal sponsor and our initiatives in Chicago and the DC metro area, a bit of excitement is beginning to stir up the air. This excitement is yours to share in! Visit our website and learn more about our programs, get involved, donate! Comment here or send us an email.

We’re always up for a good discussion.

Donate to Education to Empower

The Peace Development Fund has agreed to act as our fiscal sponsor! This means we can now accept donations through the PDF, and that all donations are tax-deductible!

The fair will be held on Tuesday, May 19, 2009 from 11am-3pm and will take place at Roosevelt University, in the Auditorium building at 430 S. Michigan Chicago, IL 60605. The event is generously hosted by Roosevelt University and cosponsored by the Young Nonprofit Professionals Network of Chicago.

We’re expecting over 1500 individuals to attend the event so plan what materials you bring accordingly.

You can find lots of info on the main event page: http://sn.im/chicagocareerfair
Click “schedule” and “directions” in the section at the bottom for specific information.

We have a number of volunteer positions and unpaid internships open. I cannot wait to get to the windy city!