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Philosophical games for children
&
Thinking skills
Interview with
Larisa Retyunskikh
By Saeed Naji
&
Maryam Safaee
Professor Larisa Retyunskikh defended her doctoral dissertation on teem of “Ontology of Game” and received a degree of Doctor of Philosophical Science in 1990 . She is the creator and a leader of the family club “Socrat’s school”, where use her game method of teaching philosophy for children, president of Interregional Fund “Philosophy for Children” . Also she often takes part in conferences (On 10-12, September 2004, she took part in Global Conference “Philosophy with Children” in Oxford, On 01.27-29.2005 was The Chef of Org. Committee of The Fist International Conference “Philosophy for Children” in Moscow, The Head of Round Table on The IV Russian Philosophical Congress, 05.24-28.2005), seminars and work of Russian Philosophical Society, she continues her scientific research, write books and articles.
Could you tell our readers about the games please? Are the games something invented or they have already been in the Russia customs?
These games exist in Moscow from 1992. In 1992 was founded Family Club “Socrat's School” in Moscow, when my methodical program of “Philosophical games for children and adults” realizes. I am doctor of philosophy, proff. Of MSU- L. Retyunskikh. People from 8 till 80 years come here every month to philosophize together – children with parents and grandparents, with great enthusiasm. This programme has been successfully implemented in several schools and cultural centers of Russia and Ukraine (more than 20).
What are the aims behind the philosophical games? What kind of intellectual and moral skills can be learned by children through playing games?
Philosophy, in my view, contains not only intellectual, but also huge moral potential; therefore, the task of thought development with the help of the philosophy isn’t the only one. Perhaps, even more important result of early familiarizing with philosophy should be considered expansion of possibilities and intensity of moulding moral consciousness, value orientations of personality. My procedure is directed not as much towards the formation of cognitive habits, but for the stimulation of conscious moral search, selection of the living sense orientations, etc. The aim of the game – to give possibility for children and their parents to open the soul and mind. Sometimes adults don’t want to talk with the kids seriously, they suggest that kids can’t understand anything. We help the kids and adults to be wore clever and could understand each other. We want to show them the value of common to all mankind moral norms, which exist in all religious. But we never say them: it is bad, but it is good, we give them possibility to chouse themselves – what is good or bad.
I could not understand the conception of Game exactly. Could you explain one of the games as an example, and elaborate how the game is played? And discuss its rules and how it can lead the purposes you intend?
Rules are only form of the game, but not the rules, or essence of tasks lead the purpose. Every game has a topic: Love, Truth, Good, Culture, Understanding etc.
Rules are very simple – there are three rounds of the game, each of them has a task, each of them is competition, participators need to fulfill the task, for example: we give citation from V.Solovyev (Russian philosopher XIX c.) : “Good, Truth and Beautiful are deferent views of Unity … their inner unity is Love”. The task: Comment this idea and Make up the new legend about Love, using it. The time for preparing – 10 minutes.
There are about 50-60 members of our meeting usually, but only 8 (4 family teams) can took part in such kind of competition in the first and second round. For chouse them we organize short selection compaction for kids. For example - who give more synonyms to word, the topic of game or who knows more poems about it. Only 4 of all participators can be winners, they play together with elders (Parents or teachers etc). Another people make other short tasks or talk with a leader during this 10 min. Then 4 teams present their legends, another participators can discuss its. Jury comments the legends and gives marks in form of game’s money – “flysiki”
After the game everybody can “buy” something in the game’s shop by this money - sweets, toys, books etc.
What instruments are used in it?
Nothing special. Materials instruments are boards, microphones, paper etc. Intellectual instruments are talking and giving creativity tasks.
Can we find something as the games in Internet?
It’s a petty, only in Russian : www.mdoo-fid.ruwww.cdri.ru
Where can we find some of them? (Books, journals and etc.)
The most books and articles are in Russian too. I give you short summary of my book in English. It helps you understand better my conception.
Socrates School”: Philosophical Games for Children and Adults. By Larisa Retyunskikh. Moscow, 2003, 208 p.
Table of contents
Preface
Part One. Philosophical Games: Why and What for?
1.1. Notes of a psychologist (Vasilieva E.)
Part Two. Philosophical Games: Description of Methods
2.1. The Aim and Functions of the Game
2.2. Techniques of the Game
2.3. Council of the Wisest
2.4. The Choice of Participants
2.5. Arranging the Game: Place and Properties
2.6. Money in the Game
2.7. Interplay with the Audience
2.8. The Auction of Ideas
Part Three. Philosophical Games: Scripts and Methods
The Scripts:
1. “Universe”
2. “A Human Being, or Discover Yourself”
3. “The Truth”
4. “The Good: Learn to Be Kind”
5. “Beauty: In Search of the Beautiful”
6. “A Human Being and Nature”
7. “Life”
8. “Chance”
9. “Idea”
10. "The Russian Idea"
11. “Of the Spirit and Soul”
12. “The Language”
13. “Meeting Socrates”
14. “Desire”
15. “Pleasure”
16. “Love”
17. “Love for One's Neighbor”
18. "Faith and Hope"
19. “Wonder”
20. “Looking For Justice”
21. "Society"
22. “Power”
23. “Ideal State”
24. "Freedom”
25. “Responsibility”
26. “Care”
27. “Moral”
28. “Duty”
29. “Forgiveness”
30. “Consciences”
31. “Fear”
32. “Laughter”
33. “Mystery”
34. “Knowledge”
35. "Mind"
36. “Creativity”
37. “Culture”
38."Art"
39. “The Woman”
40. “Tradition”
“Philosophical Games for Children and Adults” is a new method of exploring philosophy for children. In the first part of the book the theoretical grounds of the method are presented. Its major feature is that it is not a school program, and could be used as extra-class activities - at school, clubs, places of rest, family gatherings, etc.
The method is based on playing. The game has two main aspects: ontological (that of the existence, where the game is looked upon as a phenomenon) and functional (technological, the game is treated as a method); combined, these aspects make it possible to arrange the lesson in such a way, that the emotional and intellectual potential of a person, his/her creativity are liberated, regardless of the age.
The game as a mechanism exists only because it is a part of human nature: there is the need for the game and ability to perform it; thus, game techniques appear especially effective in any educational process.
Childhood is the world of the Game; therefore, the best way to involve the child in the process of philosophizing is a game.
Following the experience of the family club "Socrates' School" in Moscow, we came to the conclusion that including parents in this process makes it more effective both in education and upbringing.
Every child is a spontaneous philosopher, thus, the need for philosophizing is his age feature; but for an adult it is a vital necessity. The game is designed in such a way, so that it requires both: a child's curiosity and an adult's reason, which allows all the potential players to express themselves, mark, restate or even form the attitude toward life.
The game was primarily intended for family experiences, with an active participation of adults, which contributes not only to the all-sided development of the child, but also to the general establishment of child-parent relations.
The offered program objectively contributes to the following:
- formation of the main values, including cognitive, moral, aesthetic, and many other;
- introducing the culture of dialogue and discussion;
- forming of respect for other's opinion;
- forming of mechanisms of independent decision-making.
The set of exercises is based on the problem-solving principle and includes all the major trends of philosophical studies (ontology, epistemology, anthropology, ethics, aesthetics, etc.).
The key principles of the proposed method are:
A) Principle of dialogic
B) Reliance on primary sources
C) Principle of creative problem-solving.
The principle of dialogic is based on maieutics (method of Socrates) and is meant to activate cognitive processes, stimulate their development with the help of specially arranged conversation.
Reliance on primary sources of information makes possible an easy introduction to salient philosophical studies, as the participants are presented not with some adapted material, but with excerpts from original philosophical texts of all times.
The principle of creative problem-solving is realized through the process of task development, which requires not the demonstration of one’s erudition, bur rather the independent analysis, one’s own understanding of a problem; it includes the principle of improvised creativity, which assumes the construction of tasks in such a way that they would stimulate the tendency toward improvised self- expression, which in its turn increases the emotional filling of the very event of “game”.
This section contains also set of examples of children's statements, the texts created by children and adults together, results of psychological researches.
In the second part of the book the technique of the organization of the game is described. The game has specific rules, which can change depending on the audience. Everyone present could become a participant; then all the participants have to make into 4 teams, though the total number of people in one team should not exceed 5-7 members.
The participants of the game could also be selected. It is common practice in the club to have players split into pairs (an adult and a child) after a competitive selection from the audience (usually 60 to 80 people) takes place.
Four pairs of participants are selected, in the next 10 minutes they have to cope with the task that is given to them.
In the meantime, the leader has a discussion or carries out mini-games with the audience, after which he attentively listens to answers of the players
The role of the jury in game is played by the Council of the Wisest, which estimates and analyzes performances (statements) of participants, awarding them with "money". The "money" may be spent in a special shop which opens after the performance is over. Use of the "money" is the most democratic way of rewarding of winners. The "money" in the game is called “Flyasyki”.
The third part of the book contains 40 [sample] scripts of games devoted to different themes. Usually every game has three o four parts with its own logic and special tasks. All of them are quite different. Here's an excerpt from the script “Consciences”, which gives you an idea of the rest of the games:
Questions: What is conscience? How does it sound? Does conscience have relatives? Who are they? What are the relations between conscience and duty? Conscience and justice: are they the same?
Contest: “Visiting I.Kant”.
Task - 1)to perform a mute scene from a known literary work (selected by participants), which illustrates the given idea in such a way, that others could understand the represented work;
2) to explain why that particular piece was selected and how does it illustrate Kant’s idea.
Preparation time: 10 minutes
Text: “The consciousness of an internal court of a person (before which
"his thoughts accuse or excuse one another") is CONSCIENCE.
Everybody has conscience, and finds himself observed by an inward judge which threatens and keeps him in awe…It follows him like a shadow, when he thinks of escape”. I.Kant
You can try to do it yourself or with your child together. It helps you to understand the essence of this method of philosophy with children.
How can the games lead to moral and intellectual skills?
I am sure that thinking and moral consciousness are related. If you remember, Socrates told that the person need to know what mean goodness to be kind. The games help us to think about goodness, justice, happiness et. When we think about it and discuss it with other persons, we became more kind, more just. For example some weeks ago the children in our club decided that non kind man couldn’t be happiness.
Would you please explain the status of thinking skills in your method? How the thinking skills will be learned through playing game with family members?
Thinking skills are the aim of games, because the quality of thinking improves objectively, but thinking also is a way of moral development.
Your program, as you say, presents itself in a form of leisure, specifically, family leisure. But concerning the family leisure, apparently there is no guarantee for it with our cultural achievement of modern world? What is your Idea about it?
I don’t understand this question, what achievement does you mean; Computer, technique or anything else?
I think that philosophizing is always modern, because it deals with eternal problems: life and death, time and moving, love and beauty etc.
It seems the achievements of the modern world with its media, no longer permit us to have any leisure, even family leisure. TVs, Internet and other Media get all the time of children. And parents always are after money and more leisure for themselfs. There is not even some time for cooking so we can not find leisure in the human life especially in the developing countries. Now you say the most important of condition for participation in these games is presence of family members (parents and children alike).
How we can come over the problem. Is there a paradox in this area?
You are right. But family values are the basic values of our life. We must understand it and give all for reservation its. Our rules – to play in family members are one of ways to do that. Leisure are the time for us, we can chouse how to spend it. To play together, discuss the problems of human life may be interesting for children and adults, the kind of reflection that is why, the families chouse that. If it will be more interesting than TV or anything else, it became a form of leisure. In my experience the families prefer participating in our meetings another form of leisure, because it is interesting for them. They can know and understand each other better, it I very important for them. There is another way of leisure by philosophical game – it can have TV version.
How do you evaluate P4C's development and achievements (or related programs including yours) in Ukraine and Russia?
Philosophy for Children started in Russia at the beginning of 90-th years. In 1991 started program for elementary by M. Lipman in Yekaterinburg, the leader – professor Ural University Margarita Dudina, in 1992 M.Lipman visited Moscow, in 1992 – ms. N.Yulina and mr. A.Margolis had studded in Montcler University (USA), Seminar for teacher’s trainer was organized by N.Yulina (45 trainings), the Center “Philosophy for Children” was organized by A.Margolis. On base of American program was created Russian program for elementary school “Camomile” (authors – B.Kovalev A.Margolis, M.Telegin.). In 1992 was founded Family Club “Socrates’ School” in Moscow, when methodical program of “Philosophical games for children and adults” by proff. L. Retyunskikh realizes. People from 8 till 80 years come here every month to philosophize together – children with parents and grandparents, with great enthusiasm. This programme has been successfully implemented in several schools and cultural centres of Russia and Ukraine (more than 20). This concept differs from widely known program “Philosophy for the children” by M. Lipman, but completes it very good. In 1994-95 started the program by S.Borisov in Chelyabinsk “Philosophic Talks”, and the course “Aesthetic of life” by N.Kiyashenko in Moscow. There are more than 10 author’s courses realise in Russia now. Philosophy for Children developed as many various programs and courses. Task of united it is the aim of Interregional Children’s Fund –“PHILOSOPHY FOR CHILDREN”.
What components of your theory are different from Lipman's method?
You know the key principles of the proposed method are:
a)Principle of dialogic
b)Reliance on primary sources
c) Principle of creative problem-solving.
The first one is the same in my and Lipman’s program. The second – is differs. American program based on text, which includes philosophical ideas of Socrates or Dekart, but no the name. I am sure, that very important to talk about philosophical problems, using original texts and name of philosophers, because all of us live in the culture, and philosophy is a part of the culture. Philosophizing is a way of socialization, that mean for me - to make the person cultural one.
We are familiar with Socrates' maieutic method, but combining game with Socratic Method seems to be so interesting, would you please discuss your ideas in this regards?
As you might already know, Socrates’ maieutic method is based on questions and answers; our technique uses similar question-answer principle in role-playing environment.
Could you tell our readers about the principle of creative problem-solving please?
Apart from Socrates’ discussions, my program uses special tasks based on the principle of game. The main idea of these tasks is not necessary to show one’s knowledge, but to show one’s creativity. For example, we may ask participants to draw a picture, compose a poem, write folk story, make a performance, etc.
You have mentioned that program of philosophical games for children and adults have been around for more that 10 years. How do you evaluate the interest of children and specially adults in the program?
The “Philosophical Games for Children and Adults” have been designed for children aged 8-13 and their parents. On average, each family participates in our program for a period of 5-6 years. During the past 13 years, our club has changed several membership groups. Besides, each program features a different topic, which is never redundant, therefore, we are able to keep our members’ interest in games.
My methodology, including 44 scenarios of games, has been described in detail in my book titled “Socrates’ School”, Moscow, 2003. I am ready to discuss the possibility of translating and publishing my book in your language.
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