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STARTING THE DEBATE ON THE ROLE OF CHILDREN IN PHILOSOPHY

Curiosity, imagination, fantasy, and continuous questi- to develop the ability to react to the world”; besides this, / oning: the child seems to be a natural philosopher until the according to Socratic-Platonic self-understanding, concern 3 age of eight to ten years, when the initial spirit of inquiry for the soul is part of its main scope. Thus, philosophy М О mysteriously seems to fade. What happens to them? aims at the health of the soul. Sadly, in the process of its Т Innovative ideas, dreams and endless speculations: ado- academic professionalization, the therapeutic dimension of 6 1 lescents and young people start creating and planning their philosophy has faded increasingly into the background. The 0 own new world. Have they reached the level of becoming rise of Philosophical Practices outside of universities begi- Я experienced philosophers? nning in 1980 was a reaction to this trend. In Philosophical И Rational decisions, pragmatism, disillusions, lack of time Practice, particularly in Philosophical Counseling, in the О Л for thinking, and poisonous competition seem to rule the life conversation between the philosophical practitioner and О К of adults. Has the adult world missed the chance to practice his or her client, the focus is not only on the primal philo- А М philosophy and more importantly to understand the child as sophical question, the question concerning the good life. Р А a philosopher? A special challenge is certainly constituted by the problem Ф

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With almost every touch a newborn is learning about life, so provide lots of tender kisses and your infant will find the world is a soothing place to be. <...> Reviewed by: Mary L. Gavin, MD September 2011 STARTING THE DEBATE ON THE ROLE OF CHILDREN IN PHILOSOPHY Eike Brock, Michael Thomas, Jochen Ehrich, Juergen Manemann Introduction Curiosity, imagination, fantasy, and continuous questioning: the child seems to be a natural philosopher until the age of eight to ten years, when the initial spirit of inquiry mysteriously seems to fade. <...> Innovative ideas, dreams and endless speculations: adolescents and young people start creating and planning their own new world. <...> Rational decisions, pragmatism, disillusions, lack of time for thinking, and poisonous competition seem to rule the life of adults. <...> Has the adult world missed the chance to practice philosophy and more importantly to understand the child as a philosopher? <...> Philosophical Practice and Clinical Philosophy Gareth Matthews takes up these concerns in Philosophy and the young Child. <...> Trying to understand a philosophy that represents the range and depth of children’s inquisitive minds, he explores both how children think and how adults think about them: “Adults discourage children from asking philosophical questions, first by being patronizing to them and then by directing their inquiring minds towards more ‘useful’ questions. <...> Most adults aren’t themselves interested in philosophical questions. <...> Moreover, it doesn’t occur to most adults that there are questions that a child can ask that they can’t provide a definitive answer to and that aren’t answered in a standard dictionary or encyclopaedia either.” For Matthews, the impoverishment of the philosophical thinking of children and adolescents is regrettable insofar as it allows the potential for critical and creative thinking to fall by the wayside. <...> The education of the practical ability to react rationally to critical developments in life and the application of the therapeutic potential of philosophy will be neglected. <...> Sadly, in the process of its academic professionalization, the therapeutic dimension of philosophy has faded increasingly into the background. <...> The rise of Philosophical Practices outside of universities beginning in 1980 was a reaction to this trend. <...> In Philosophical Practice, particularly in Philosophical Counseling, in the conversation between the philosophical practitioner and his or her client, the focus is not only <...>
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