The literal meaning of philosophy is ‘love of wisdom’ – an inspiring but unhelpful fact. A far better definition is ‘careful enquiry’, with no limit on what the enquiry is about. In ancient times, it included everything we now think of as science, history, ethics, politics, sociology and more.
Today, in the university study of philosophy, a more specialist range of subjects arise: the nature of knowledge and how we get it, reason and reasoning, the concepts of morality and society and mind and consciousness.
I have seen six-year-olds energetically and brilliantly address the question, ‘what happens to the hole in the doughnut when the doughnut is eaten’ and 12-year-olds become animated when discussing whether or not the classroom table exists when no-one is there. I have seen sixth-formers become deeply engaged with ethical and political questions of genuine importance regarding how we live our lives and treat others.
If I were given the chance to devise a philosophy programme for schools, I would begin with-six year-olds and the delightful play of ideas and questions they so enjoy. By drawing attention to what we take for granted, they begin to learn to think for real purpose. The question about the doughnut, for example, makes them consider – even if they do not use these words themselves – what we mean by space, time, things, relations, existence, change and more. They do not grasp these concepts fully or understand all their implications yet, but they would have begun the fascinating process of thinking ‘outside of the box’ and constructively realising that not everything we take for granted should be.
What do you guys think? Comment your thoughts below