Who asks the questions?

 It is often said by people working in the tradition of Mathew Lipman that pupils should always create and choose the questions to be discussed. Two of the most common reasons given for this practice are, firstly, that it is democratic and democracy is a thing to be encouraged, and, secondly, that it enables us to discover what children think is interesting or important and this, in turn, will lead to their greater engagement with the subsequent dialogue.

Democracy is a complex concept but to my mind an important thread of meaning is the presumption of worth – a belief that each individual in a community has something to offer that could turn out to be of value in influencing what is done. In the philosophical classroom, I do believe that pupils should have the opportunity to contribute what they are capable of contributing. I won’t know what they are capable of contributing unless I allow them to contribute. Through dialogue, they will grow more accustomed to reasoning with and against their peers about things that matter. I hope that this will enable them to make contributions to the increasing number of public spheres they will encounter as they grow and mature.

So should teachers always ask children to create and choose the questions if (a) they want to be democratic in this sense and (b) they want discussions to be more engaging because they address pupil’s genuine interests and perplexities? I think not.

I have had very good discussions when I present pupils with a question I have prepared. Sometimes I negotiate a question with them after some impromptu dialogue around a shared experience, such as reading a book or script. I do often ask them to create and choose starting questions but this is not a hard and fast rule. In any event, it is important they understand the question and actually want to discuss it. This can’t be guaranteed when I ask them to create questions of their own. After all, they are trying to fulfill my request and sometimes they are not especially committed to the outcomes.

There are other things I can do to create opportunities for pupils to contribute.

1. I can ask what is important for them and what they think should be important for everyone. I find some materials related to their ideas and I invite them to make suggestions. (I consult children about some of the topics we will cover.)
2. I can say something like: ‘I think that talking together in a large group is the best way to investigate this question. What do you think?’ (I consult the children about how they want to explore the topics and questions. They sometimes have interesting and useful ideas about alternatives).
3. I can say: ‘What would be a good outcome for these investigations?’ (I consult the children about the aims of inquiry. This helps them to develop an awareness of the kinds of answers they can expect from certain kinds of questions.)
4. I can say: ‘We have some rules for discussion. Do you think those rules are working well for you and for the group?’ (I consult them on the conduct of our dialogues.)

These things reflect a democratic belief that each individual in the community has something to offer that could turn out to be of value in influencing what is done. However, it is also important for me to present children with material and questions I think they should encounter. Enquiry is reciprocal. I respond to their questions and ideas, they respond to mine. There may be some misunderstandings along the way but those are inevitable and they provide impetus for further dialogue.