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Originally appears in the Winter 2018 issue.

Elementary-level learners are naturally curious about the world around them, as well as their place in it, which explains their enthusiasm for studies of ecology. Children are also natural philosophers, with a seemingly limitless supply of “Why” questions. Combining a popular and accessible subject like environmental studies with a child’s natural inclination to wax philosophical not only bolsters both areas of study, but can also lead to the development of thinking skills that are useful in any subject, as well as in a child’s personal life. Most importantly, with a little practice and preparation, even educators who don’t have previous experience in philosophy can nurture environmental philosophy in their classroom.

The first, and most practical reason for bringing philosophy into any subject area is that it’s a straightforward and engaging way to develop soft skills, such as critical thinking, communication, and problem-solving. Children learn how to think, instead of what to think, and they can do so by exploring big questions that pertain to the environment.

Adding a philosophical spin to environmental education also opens the door for learners to take ownership of their role in understanding and protecting the earth. They aren’t just reading information from a book. They’re creating, discovering, and evaluating information. Through philosophical exploration, they learn to question assumptions about their role in nature, challenge myths, and seek a variety of viewpoints. Because of this, children are empowered as agents of change and are invited to play a role in the dialogue around ecology, biodiversity, and conservation.

The types of questions posed by philosophy are a perfect fit for environmental studies. Philosophy questions what it means to be human, what it means to think and feel, how we learn and find truth, how we should behave, what it means to have power, as well as how humans relate to the world around them. Philosophy with children may be a relatively new practice, but environmental philosophy spans centuries, and includes a diverse range of thinkers from all parts of the world. There’s lots to draw from and build on.

What Kinds of Questions?
If you’re an educator who hasn’t studied philosophy yourself, finding a starting point may seem challenging. Here are some common philosophical questions that philosophers ask about the environment:

  1. How are humans the same as or different from other organisms?
  2. Do animals think and feel the way humans do? How do we know? What about plants?
  3. What’s the difference between living and nonliving things? Are we responsible for nonliving things too?
  4. Why do humans sometimes think we’re in charge of the natural world, or that it’s there for our benefit?
  5. Is it more important to protect other humans or other organisms? How do we decide?

Big questions like the ones given above are integral to philosophy, but so is the process through which we try to answer them. In addition to familiarizing themselves with these types of questions, educators also need to establish a set of rules for rational thinking. Here are some basic guidelines:

  • Philosophy is about asking open-ended, ongoing, “why” questions, the kind with more than one correct answer. The discussion of the question is just as important as the answer. Prepare your learners for this approach, as they may be more accustomed to rote learning.
  • Although philosophy doesn’t provide just one answer to big questions, some answers are still better than others. These are the ones that are supported by explanation and reason. It’s fine to admit that we don’t know the answer, but it isn’t okay to say “just because” or “because I say so.” Avoid letting your classroom discussion descend into a free-for-all in which anything goes. If someone is prepared to make a statement, they should also be prepared to explain why they think the way they do, and to have others challenge their thoughts.
  • The general rules for polite, respectful conversation apply to philosophy. Everyone is entitled to contribute to a discussion, provided they are willing to explain their ideas, and to consider a variety of viewpoints. As always, name-calling, intimidation, and exclusion are definite no-no’s.
  • To engage younger learners, make philosophical questions into an activity. Discussions are wonderful, but may not always be the best approach at the elementary level. Games, art projects, music, drama, journal entries and other hands-on approaches to learning are still appropriate tools for philosophical exploration. Don’t be afraid to apply philosophy to things they’re already used to doing.

Sample Activities
Role playing! Bring in a collection of stuffed animals, models, and pictures. Ask them to pretend to be that organism, and really imagine what it might think, feel and experience in its own habitat. What would this organism say about the world around it, if it could speak a human language or communicate with us? Encourage students to compare their own human perspectives with that of another living being. If time and resources permit, make or use costumes and other props, and capture the activity on video for future reflection and sharing.

Food webs! Encourage learners to challenge their assumptions about a human’s place at the “top of the food chain” with a string activity. Assign different organisms (only one person may be human) to each student, and choose a volunteer to start. Have the volunteer hold one end of the string, and ask others to introduce themselves one by one. Whenever a new organism is introduced, every other organism that’s connected or dependent upon them takes hold of the string. At the end of the activity, discuss how their perceptions of the roles of humans in ecosystems may have changed (and expect a big tangle).

Take it outside! Organize a nature walk in the park, at a conservation area, or even just in the school yard. Ask learners to make list of every living thing they can see, and to create a game in which all the organisms they’ve found must compete for food and resources. Leave time to play a few rounds of the game, and then discuss whether the rules are fair, whether any organism has advantages, and which organisms might need extra help to survive and thrive. Explore the notion of responsibility with respect to protecting and supporting other parts of an ecosystem.

Create a question tree as a class, with each leaf featuring “why” questions about the environment. Add to it regularly, and choose a question to explore whenever there’s time available. This can also be turned into a literacy activity by having students seek out books that ask “why” questions about the environment, creating a tree of resources to share with others.

Being philosophical about environmental studies may present a shift in the approach we take with young learners, but it does have lasting benefits, and it’s also fun for a variety of age groups. What’s more, the questions you build into lessons are probably already being asked by your students. In all likelihood, at least a few of them will tell you “Yeah, I’ve been thinking about that!”

 

Amy Leask is an educator, writer, and children’s interactive media producer in Milton, Ontario. The co-founder of Enable Education and founder of Red T Media, she is a supporter of 21st-century learning, an explorer of educational technology, and a firm believer that great thinkers come in all sizes.  Learn more at RedTKids.com and EnableEducation.com