By Heather Greenhalgh-Spencer
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Extra resources for [Article] Guattari's Ecosophy and Implications for Pedagogy
When children’s questions seem philosophical the initial step is to ask them to explain their question. It may well then turn into a question in a different category, but if not it should be treated as an interesting question but one to which no one can give a definite answer. Requests for simple facts These are questions that satisfy the urge to name, to know, to identify. 7 about the lives of birds. The teacher may know the answers and if so there is no point in withholding them. ’ In this case the teacher knew where the nest had come from and helped the children to 31 32 The teaching of science in primary schools identify the ‘stuff’ as hair.
Later the ‘real’ names can be gradually substituted. Some requests for simple facts cannot be answered. Young children often have a view of their teacher as knowing everything and it is necessary to help them to realise that this is not the case. ’ they are expecting a simple question to have a simple answer. In this case the teacher judged that the kind of answer they wanted was ‘They’ve probably made their home in another shed, but I really don’t know for sure’, rather than an account of all the possibilities, including migration and whether or not birds tend to stay in the same neighbourhood.
Even the apparently simple idea of ‘melting’ is one that can be grasped in different degrees of complexity: a change that happens to certain substances when they are heated or an increase in the energy of molecules to a point that overcomes the binding forces between them. This means that the word melting may evoke quite a different set of ideas and events for one person and for another. Now, to use the word ‘melting’ in a restricted sense is not ‘wrong’ and we do not insist that it is only used when its full meaning is implied.
[Article] Guattari's Ecosophy and Implications for Pedagogy by Heather Greenhalgh-Spencer