You can always start with the collected works of Plato, but these movies help introduce big philosophical ideas that may feel more accessible on the screen than on the page.
Start honing critical thinking skills early with a philosophy curriculum designed for elementary-age kids.
Add a little oomph to your sunny days homeschool with these spring extras, designed to make learning (almost!) as much fun as the prospect of playing outside.
We’re so excited about our new online classes, and we thought it would be fun to give you a sneak peek at what’s on the lineup for this summer. Today, Shelly’s got the scoop on why everyone should learn How to Think Like a Philosopher. (Summer registration opens May 1!)
WHAT IS YOUR CLASS ABOUT?
We think all the time, but we don’t always understand exactly what we’re thinking in why. In this class, we’ll start to unpack some of the reasons, assumptions, inferences, examples, implications, counter-examples, and truths that underly the way we think. We’ll start by putting these skills to work exploring a fairly straightforward television episode and gradually work together toward tackling a Socratic dialogue.
WHAT WILL STUDENTS LEARN?
How to think! It’s a simple—and as complex—as that. You won’t walk out of a philosophy class with a list of facts and data. Philosophy doesn’t mean the love of knowledge—it’s the love of wisdom. You’ll be able to ask more and better questions and to think better and deeper about the questions we all think about all the time—life and death, right and wrong, how we become who we are. (At least, I think about those things all the time. Other people do, too, right?)
WHAT IS YOUR FAVORITE THING ABOUT TEACHING THIS CLASS?
Honestly, I just love teaching philosophy. There’s a philosopher who writes about how when you’re actually teaching philosophy, it always feels too good to be true, like someone is going to come and tap you on the shoulder and say, “”We were just kidding—you don’t really get to do this for a living.” I totally identify with that. Teaching philosophy is so fun—I still can’t believe I’m lucky enough to get to do it every day. I wish I’d been able to take classes like this in high school, too, so I have really enjoyed getting to put together the kind of classes that I would have fallen in love with as a high school student.
WHO WOULD YOU RECOMMEND THIS CLASS FOR?
If you love thinking—really thinking, thinking deep, relishing the questions as much as the answers, embracing the notion that you can’t relax in absolutes, getting up in the middle of the night to look at the monsters under the bed—you will love philosophy. And philosophy is so open-ended. It equips you to be a philosopher, sure, but it also arms you to go back to science or history or art or whatever your passion is with the ability to think deeper and make better connections about it.
WHY DID YOU DECIDE TO TEACH THIS CLASS?
I always say if I’m going to jail, I want it to be for blasphemy and corrupting the youth—just like Socrates.
Over steaming pots of tea, my oldest son and I have had great fun working through David A. White’s book Philosophy for Kids: 40 Fun Questions That Help You Wonder About Everything. (See my review in the winter issue of home/school/life.). So much fun, in fact, that I just had to check out the author’s sequel, The Examined Life: Advanced Philosophy for Kids.
Anyone lucky enough to spend their days among children knows that young people are inquisitive and imaginative bold thinkers. Kids are natural born philosophers. For this reason, experts encourage the practice of exposing students to philosophy early on. Even an introductory understanding of the subject helps cultivate important skills used in developing critical thinking, appreciating cultural differences, considering other viewpoints, and growing one’s self-awareness.
White, a professor of philosophy with loads of teaching experience, breathes life into the ideas of some of history’s greatest thinkers. If you are already familiar with White’s popular work, Philosophy for Kids, you’ll notice the format in The Examined Life differs dramatically. This is a teacher’s guide. It is written for educators and is not intended to be used by students independently. Prior experience with Philosophy for Kids, while complementary, is certainly not necessary.
In this follow-up work, the author digs deeper encouraging readers to consider some of life’s most meaningful, as well as abstract, questions. Feminism, social justice, technology, freedom, and society are among the topics he explores.
The Examined Life is divided into three parts. “Kids and Philosophy,” the book’s first section, contains a collection of 10 readings—a series of passages from primary source selections, which are followed by questions, discussion, commentary, and analysis. Based on his own experience teaching this material, White anticipates and shares the questions students are most likely to raise as they delve deep into discussion. In most cases, links are provided so that those motivated to do so can read the philosophers’ complete texts online. An especially useful feature of this section is its suggestions for integrating the presented topics with lessons in science, social studies, and language arts courses.
“Education as Applied Philosophy,” part two of the book, is where this resource sparkles most. This portion of White’s book is likely to appeal to homeschoolers who have an inherent love of hands-on engagement and real life application of information.
Four discussions intended to enhance student’ abilities in critical thinking, drawing, language acquisition, and music are accompanied by innovative, sophisticated project ideas that bring the book’s material to life.
Part three, “A Philosophical Postlude” is a series of theoretical discussions that are presented in order to understand the relationship between educational theory and instruction. Here, special emphasis is placed on teaching gifted learners.
Although not specifically written for homeschoolers, The Examined Life could be easily adapted to suit the needs of one student or many and would also work well with older children in a co-op setting. To fully utilize this resource, advanced preparation on the part of the parent is necessary. The Examined Life is intended for Grades 6 to 12 and was written with gifted learners in mind. However, this is not a book exclusively for gifted children. Success using this material will rely largely on a student’s level of interest in the subject matter along with their ability to handle abstract materials.
If you used Philosophy for Kids with a younger child and it went well, you will want to get your hands on a copy of The Examined Life at some point too. However, as there is a significant difference in approach and style in this second book, it may be helpful to let some time pass to ensure that your younger child is ready for the level of materials found in The Examined Life.
The Examined Life is a unique resource designed to develop students’ critical thinking. The lessons it contains are likely to ignite curiosity and lead to lively discussions in your homeschool. I can’t wait to get started on this with my son!
Shelli and I both passionately believe that our magazine should be inclusive of lots of different homeschool motivations and methods. We continue to strive to bring you a variety of resources that will inspire you as you consider what is best for your family. Because we know most homeschoolers enjoy sharing the resources and insights they have learned through homeschooling, we thought we would start a series on our blog about our own homeschools. If nothing else, you will get a behind-the-scenes look in the homes of the editors of home / school / life, but if something here helps you, all the better!
Because there’s a pretty significant age gap between my kids (six years), I decided to do two separate posts to make things easy for myself. Today, I’m sharing some of the resources I use with my 1st grader.
The spine of our curriculum is Oak Meadow’s first grade program, which we use for language arts, social studies, art, and science. For these early grades, I really wanted something that would encourage him to try different things without worrying about whether there was a right answer. I like the way Oak Meadow emphasizes observation and imagination, and I love flipping back through his main lesson books (we have one for science and one for everything else) as the year progresses.
For history, we use Story of the World, which we do as a readaloud. While I read, he’ll draw a picture in his main lesson book related to the topic at hand — the Vikings and samurai were his favorites this year. We spend a little time discussing previous chapters at the beginning of every lesson, but I don’t expect him to remember everything. At this age, for me, it’s really about introducing him to important names and events. (My daughter often joins us for the readaloud — she still loves Story of the World.)
We use Miquon Math, which my son adores, for his math. We usually do a few pages in his book every day together, and he may keep going and do several more pages on his own. I let him set his own pace, though every once in a while, if I notice that he’s making a lot of simple mistakes, I encourage him to slow down. It took me a little while to get the hang of Miquon’s method — this is definitely a program where you will want to read the teacher’s manual in advance — but it’s proven to be a great fit for us. I wish the program continued through high school!
Oak Meadow’s science emphasizes nature study, but we also use The Nature Connection workbook and keep a daily nature journal. Usually, we stick to our backyard for journaling, but every once in a while, we’ll hike along the river or hit a nature center for a change of pace.
We started the year with BOB books, and now we’re powering through the Magic Treehouse series. My son was a pretty reluctant reader — maybe partly because he has a big sister who will pretty much always read him anything he wants — and it was really hard for me not to push him to read because books have always been such a big part of my own life. But I learned with his sister that pushing anything is the fastest way to make a kid avoid it, so I bit my tongue, and this year, he did start reading on his own. (I think it was mainly because he wanted to be able to play Pokemon without assistance, but I’ll take it!)
A lot of our literature comes from readalouds still, which we do a chapter or two at a time each day. We usually start the day cuddled up with a book. I keep a little notebook for each kid with a running list of what we read each year. This year, we’ve averaged about two and a half books a month, including Detectives in Togas, Henry Reed, Inc., The Wonderful Wizard of Oz, Fablehaven, and The Island of the Aunts.
We use Oak Meadow’s crafts book and art lessons. I am not a naturally artsy person, so having the projects be both open-ended and spelled-out for me is great. (I highly recommend Oak Meadow's art and craft materials for non-crafty parents.) My son has really enjoyed finger-knitting, sewing, soap-carving, and making pinch pots. We are always done with lessons by lunch, so we take a few hours in the early afternoon for project-making.
On Thursdays, he takes a Philosophy for Kids class at our homeschool group, where he works on logic puzzles and discusses things like “Should you get everything you want?” and “What assumptions do you have about candy?” He really enjoys the class — this is the second year he’s taken it.
We also memorize a poem every week (or two, if it’s a tricky or longish poem) for Friday recitations. My son has been using the 20th Century Children’s Poetry Anthology (edited by Jack Prelutsky) for most of his poems this year. I think memorizing and reciting poetry is a highly underrated activity, and I frequently annoy my children by loudly and dramatically reciting poems when we are stuck in traffic.
We’ve also been cooking and reading our way through Jewish Fairy Tale Feasts by Jane Yolen. Every chapter has a Jewish folktale and traditional recipe, so we get in a little culture and cooking practice.
Writing it all down, this seems like a lot, but we’re pretty relaxed about all of it. If my son complains that he doesn’t want to do anything school-y one day, I don’t push. He’s always free to take the day off to do something else, but he usually opts to do a little work every day. (In fact, on days when I am running late, he’ll often come into my office with a stack of books, asking me when I will be ready for school.) I don’t want him to feel like learning is something you only do when you’re “doing school.”