«Is a tree sad when it loses its leaves?»

The children giggle. Kristina Calvert had asked the group: «Philosophising, what is that?» No one knows the answer.

«Okay,» says Kristina Calvert, «let's take a close look at the word and break it down. What syllables do we have then?» «Phil, oso, phier, ren,» comes from the children. «That's great. What can you think of?» «There are four seasons!» says Leah. «Race!» shouts Felix. «Aha, interesting,» says Kristina Calvert. «I know someone who didn't run, but went for a walk with his students. That was the philosopher Aristotle. Philosopher, that sounds familiar, doesn't it? It's also in the word philosophise. Do you know what philosopher means? A friend of wisdom.» She picks up a white fluffy poodle and shows it to the children. «This is Hubert. He has white fur. Does that make him wise?» «Yes, of course,» says Leah. «That's exciting,» says Kristina Calvert, «tell me how you could tell.»

Not every research question is a philosophically relevant question.

Kristina Calvert

Mrs Calvert, children generally ask a lot of questions, so do they philosophise along the way?

You can't generalise like that. Not every research question is a philosophically relevant question. If a child wants to know why the leaves on a tree turn brown in autumn, this is a purely natural question. But if it asks whether the tree is sad when it loses its leaves, then this can be the start of a wonderful little philosophy lesson.

How do you get children to philosophise?

It's not that difficult. I introduce a philosophically relevant topic to the group and provide the initial impetus. The other day I asked: How can I become what I am? We very quickly came up with the word «possible», which means everything that is possible for you. The children then try to work on this in conversation, while I withdraw to an observing and moderating position. When philosophising, the children can think for themselves, think together and think further.

I compare philosophising with the work of a detective.

That sounds like a lot of mental work.

The children find this exciting and thrilling. They come up with the most interesting suggestions. Recently, the children in the group discovered that «possible» has an «I» after «mög», from «mögen», so things that I like are possible. I had never thought of it like that before. I always compare philosophising to the work of a detective who takes a close look at the world and tries to explain things logically. The children's eyes open when I tell them that.

Is philosophising also exhausting?

When children find themselves in a performance system in which they are told exactly what they have to do and how things work, the process of thinking for themselves is a real shock for them. They, who otherwise don't have to think much, are suddenly expected to generate something themselves. It's exhausting if you're not used to questioning yourself. Many children just stand there and say something that they think I expect them to say.

How do you react then?

I tell them that the world is not made up of answers, but of questions and theories. Children have to learn to endure that.

How much do you guide the children's thinking?

Not at all. I get involved in what the children develop as a focus and register the direction the conversation takes. The moderator must be able to listen very well and relate and summarise what the children are saying without imposing their own concept. You can learn that. It allows you to approach a child in a completely different way.

What do you think? Can a floor be wise without a brain?

Kristina Calvert

In what way?

Through philosophising, I find out how a child sees the world. For example, we once worked with cards showing the universe. One boy placed a card with a picture of the sky by day next to a picture of the sky by night. Sure, I thought, that fits, sky by day and night. But he explained that when he was scared at night, he was always looking forward to the next bright day. I always have a big «Ah, well, that's interesting» in my head, which I bring to the children's ideas. When we talk about what is wise, for example, and one child says that you need a brain for that, and another suggests that a floor can also be wise, I don't just reject it by pointing out that the floor doesn't have a brain. Instead, I ask: What do you think, can a floor be wise even without a brain?

What topics do you discuss with children?

I orientate myself on the four questions with which Kant defines philosophy: What can I know? What should I do? What can I hope for? What is man? I also ask the children very abstract questions such as «What is happiness?». Even the very little ones are interested in these things. The youngest children I philosophise with are four and a half years old. For example, they also like to deal with the question of death and what comes after death. Similarly interesting topics are fear, courage or bravery.

Isn't that a bit heavy fare?

These are the questions that interest children. That's what a child thinks about at the age of five or six. And if they don't have anyone to think about it with them, then they are left in a confined space. Philosophising allows the child to get out of it a little and express themselves. Philosophising helps them to come of age and understand the world. It realises what it can do if it can use and develop everything it has in its head.

Does philosophising also have an effect beyond your philosophy lesson?

In any case. I want to shake the children a bit in what they assume to be safe. It is incredibly important that the people involved in education do not simply pass on traditional knowledge to the children. Instead, they should give them security in relationships so that a child dares to ask questions and find ways to make these questions fruitful for themselves.

Philosophising helps children to understand the world.

Is it possible to philosophise with children without training?

Absolutely! Start with once a week for ten minutes. Formulate a big open question as an impulse and then get ready to listen. It is also good to take a phenomenon and a question with you. For example, lay down a stone and ask: Can stones be happy? Anything from the world of children is suitable as a topic. Do you sometimes feel sorry for your food? With the chewing gum? The salad?

Listen, ask questions, give your child time!

Kristina Calvert

And if the children then say that the salad is scared?

Then I say: «Aha, that's interesting. Could you prove that to me? How can you tell that the lettuce is scared? Is it like you? How can you tell that you're scared?» I give the children a few supporting questions that get them into logical reasoning. I work a lot with educators and know how difficult it is for them to leave a situation as it is and not give any answers, for example to say: «No, a salad is not afraid because vegetables have no feelings.» All the thoughts that the children contribute are not superfluous here, but essential. That is the core of philosophising.

Philosophising with children - 9 tips for parents

• Hören Sie zu, offen, ohne mit den Gedanken schon weiter und bei Ihrer Idee zu sein. 
• Fragen Sie nach: «Aha, erzähl mal, wie meinst du das genau? Wie stellst du dir das vor?» 
• Verwenden Sie die Sprache und Begriffe, die Ihr Kind benutzt. Formulieren Sie damit Ihre Nachfragen. 
• Stellen Sie die Fragen so, dass Ihr Kind sie nicht mit Ja oder Nein beantworten kann, sondern spekulieren, nachdenken muss und seiner Fantasie freien Lauf lassen kann.
• Widerstehen Sie der Versuchung, Antworten zu geben. Gerade am Anfang kommen die Kinder immer wieder und sagen: «Jetzt sag mir mal, wie es ist.» Sagen Sie dann: «Es geht nicht darum, wie ich das sehe, sondern wie du das siehst.» 
• Geben Sie Ihrem Kind Zeit, um seine Antworten zu finden und zu formulieren. 
• Nutzen Sie die kleinen Gelegenheiten zwischendurch zum Philosophieren: auf dem Weg zur Schule, beim Abendessen oder Frühstück. Oft genügen ein paar Minuten.
• Philosophieren Sie auch über schwierigere Themen. Wenn Sie zum Beispiel merken,dass Ihr Kind besonders ängstlich ist. Dann reden Sie aber nicht über die Angst, sondern besorgen sich ein Buch über Mut und kommen darüber ins Gespräch.
•  Haben Sie beide Spass dabei!

Book tips:

• Kristina Calvert, Petra Schreiber: Selbstkompetenz stärken mit dem Bilderbuch «ich» von Philip Wächter. 40 Projektideen für die Kita. Beltz, 2015, 64 Seiten, Fr. 21.90
• Kristina Calvert: 48 Bildkarten zum Philosophieren mit Kindern. Mit 48-seitigem Booklet. Beltz, 2015, Fr. 39.90 
• Kristina Calvert und Eva Muggenthaler: Lügen Ameisen eigentlich? Ein Bilderbuch zum Weitermalen und Philosophieren mit Kindern. Aracari, 2014, 40 Seiten, Fr. 23.90
• Kristina Calvert und Sabine Dittmer: Wolkenbilder und Möwendreck. 16 Geschichten und 16 Bilder zum Philosophieren mit Kindern. Aracari, 2011, 44 Seiten, Fr. 23.90