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Much depends on the age of the children as regards what you can do and how.
Until the children can develop their reading skills, much of what I do with
them is based on discussion. As a connection to art, I do also (because you
can) use graphics.
For example, I often use the Gestalt graphic "Young Lady, Old Hag" to
illustrate how we can all look at the same (external, objective) thing, and
yet perceive (internally, subjectively) different things. And believe me,
I've gotten a lot more than "young lady" and "old hag" from 1st graders,
prison inmates, etc.
One time I walked into a class of 1st graders which had been asked to write
a story (3-4 sentences) based on a simple, black-line drawing of a dog. As
is often the case, the children project many qualities and attributes onto
the drawing and then base their story on their "perceptions". I asked them
to look at the picture and to tell me only what they could see. The
eventual conclusion of the discussion was that, when looking at things, it
is possible that we cannot know everything just from observation, and that
we ourselves color our perceptions.
When the children have accomplished enough skills to read fairly simple
books, I suggest the books developed by Dr. Matt Lipman of the Institute for
the Advancement of Philosophy with Children (IAPC) at Montclair State
College in NJ. These follow an elementary class along their path of
discovery and provide situations and questions for your children to discuss
in their own classroom. This is a VERY good series.
But, above all, the success of the class largely depends upon the teacher's
ability to lead and facilitate discussions, which is not always so easy as
it sounds. This is why a lot of my training of teachers is based in not
only teaching CT skills, but in learning how to facilitate discussions.
There is a fundamental difference, in pedagogy, in phenomenology, in
humanity, between saying,
"This is what you do or will see." and
"What do you see?"
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