This article explores the concept of "philosophising with children" (PwC) as a pedagogical practice that can equip students with the ability to navigate uncertainty. Michalik argues that uncertainty is an inherent aspect of the human condition and a fundamental challenge in education. Through PwC, students engage in open-ended inquiry, grapple with complex questions, and learn to construct arguments based on evidence and reason.

Introduction

Michalik (2023) opens the article by highlighting the ever-present uncertainty in human life. This inherent characteristic, the author argues, presents a significant challenge within the realm of teaching and learning. Traditional educational approaches often prioritize the delivery of clear-cut answers. However, Michalik proposes "philosophising with children" (PwC) as a pedagogical method that can empower students to grapple with uncertainty and develop essential critical thinking skills. This approach fosters a learning environment that encourages open inquiry, exploration of diverse perspectives, and the ability to construct well-reasoned arguments.

Methodology

The article utilizes qualitative research methods, potentially employing interviews with teachers who have implemented PwC in their classrooms. Michalik analyzes these interviews to understand the experiences of teachers and students engaged in philosophical inquiry.

Key Findings

• Uncertainty as the Heart of Philosophical Inquiry: The article posits that uncertainty is central to PwC activities. As children grapple with philosophical questions, they encounter situations where there are no easy answers. This process fosters critical thinking and the ability to tolerate ambiguity.
• Embracing Uncertainty in Teaching and Learning: Michalik argues that PwC can challenge traditional pedagogical approaches that prioritize definitive answers. By embracing uncertainty, teachers can create a learning environment that encourages open dialogue, exploration of multiple perspectives, and the development of critical reasoning skills.
• Teacher Growth and Development: The article suggests that PwC can have a positive impact on teachers as well. Engaging in philosophical inquiry with students can lead to teacher self-reflection, a renewed sense of purpose, and a deeper understanding of complex concepts.

Conclusion

Michalik concludes that PwC offers a valuable approach to equip students with the skills necessary to navigate uncertainty in an increasingly complex world. By fostering critical thinking, open dialogue, and the ability to tolerate ambiguity, PwC can contribute to a more meaningful and engaging learning experience for both students and teachers.

Limitations and Future Research

The article may acknowledge limitations inherent to the qualitative research methodology, such as potential for bias in interview data. Future research directions could involve investigating the long-term impact of PwC on student learning outcomes or exploring its effectiveness across diverse educational contexts.