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Educational Perspectives ❖ Volume 44 ❖ Numbers 1 and 2

Philosophy for Children in Hawai‘i: A Community Circle Discussion
Benjamin Lukey
In spite of the many different “flavors” of p4c Hawai‘i, one undeviating element involves the creationof a community for intellectually safe philosophical inquiry. The first step in this process is usually an
activity in which the participants work together to fashion a “community ball”. It’s a process that Thomas
Jackson teaches in his PHIL 492 course.
The Community Ball
Lisa Widdison (UH Mänoa philosophy graduate student
and p4c facilitator at Hokulani Elementary)
When I took Dr. Thomas Jackson’s Philosophy forChildren course, he taught us, right at the beginning, how
to make a “community ball.” I have to admit, I did not get
the purpose at first. I thought it was a sort of an intentional
distraction to make us less self-conscious as we answered thethree questions that Dr. Jackson asked us. I could not havebeen more wrong. What I got from the class is that I havebecome less fearful of being wrong and more concerned
about finding out when I might not have it right. The questions we were asked that day could have been any number ofdifferent questions. By combining group interaction with thephysical creation of a very likable ball of yarn, the class became a community. The yarn changed from a mere thing toa symbolic representation of the community as it was passedalong. One student fed it with yarn, another student answereda question, then they passed the growing ball to someone
else who fed in more yarn and so on to the next person. The
result was that we had collaborated in making the ball. Whyis that so special? The community ball has several functions.
As it is formed, the community is formed. The community
ball activity demonstrates that cooperation among individuals is necessary for the creation of a community. The ballalso becomes a means of assigning the power to speak.
Whoever has the ball is the one permitted to speak. This does
not mean that one has to speak; it means that they can speak
if they wish or choose to pass, and in passing choose who isto speak next.
When people visit an upper-elementary or high school p4c
Hawai‘i classroom, they come away deeply impressed with thelevel of thought and discourse among the students. The question
arises “How are you able to get your students to do this?” Often,
the first step, as David Falgout notes, is simply changing thestructure of the classroom into a circle, which shifts the focus
toward dialogue and inquiry.

The Community Circle
David Falgout (UH Mänoa philosophy graduate student,
HPU lecturer)
I feel it’s important to point out that the goals of theteacher are reflected in the structure of the classroom. Put
differently, classroom structures reveal much about the
implicit aims of educators. Children, as they are habituatedinto these structures, become implicitly (and sometimes
explicitly) aware of these expectations and react accordingly.
The typical modern classroom reflects such educational
aims as “following directions,” and our students frequently
respond to this by assuming that their present life situations
have no bearing on the content of education. In other words,
the education they receive tells them that their individualinterests are to be set aside for the sake of receiving a “onesize-fits-all” education, especially considering contemporary
standardized testing approaches. A revision of the classroom
structure, however, could remedy this situation significantly
because it would simultaneously communicate to students
that the teacher is adjusting routines for the students. It isrevealing, therefore, to notice the reaction that new students
have upon entering a p4c Hawai‘i community circle for the
first time. At first, many are simply giddy that the classroom
offers a break from the traditional models they are familiarwith. They are brought into an environment that encourages
dialogue and inquiry.
Once in a circle, cultivating an intellectually safe communityof inquiry requires time, patience, and a commitment tofundamental practices of talking, listening, and thinking with
one another in class. From kindergarten, the groundwork is laidso that by the time children are in 2nd grade, they are alreadymodeling the behavior we would like to see as adults.

Philosophy for Children

Lydia Shigekane (Waikïkï Elementary teacher)
In kindergarten, I view p4c principally as a communitybuilding activity. My primary aims in kindergarten p4c arefor everyone to feel safe enough to speak, to want to speak,to speak with kindness, and to listen with empathy to others.
From the first day of school, our first group activity is tosit in a circle on the floor and introduce ourselves to eachother, sharing some simple bits of information. We use a soft
stuffed animal (monkey) as the-right-to-speak device, andtake turns speaking. There are always a few children who are
too shy to talk, and they do, of course, have the right to pass.
But even shy children want to be heard, and it doesn’t takelong before everyone is at least saying, “Hi friends, my nameis….” I rejoice when this happens. The first step toward
speaking to the group has been taken by all. This is how westart p4c in kindergarten—one simple question, monkey goesaround the circle, and everyone has the chance to speak.
Once the habit of sitting in a circle, passing George,
and listening attentively (more or less) has been established,
I break the class into two groups (random groupings) andbegin introducing inquiry into our p4c circle. With only
half the class (ten or so students) sitting together in a circle,
children get the chance to speak more often and to listen for
shorter time durations. Sometimes we start our conversation
by reading a story and talking about questions that arise fromthe story, sometimes we just wonder about things, and sometimes I pose questions related to class or home experiences.
There is never a guarantee that something great will happen during a p4c session, especially in kindergarten, whensitting still and waiting for a turn to speak can be agonizing.
Sometimes I find myself acting and feeling like a bad policeman, brutish and cranky, because my only contribution to thecommunity seems to be repeated, stern warnings to restless,inattentive souls. On these occasions I can barely keep
track of the muted, interrupted ramblings of a few devoted
students who have done their best to keep the conversation
moving. Do we, as kindergarten p4c participants consistently“scratch beneath the surface?” No. But we are trying tospend a little more time than usual on ideas. And we arepracticing being a community that can think together andlearn from each other.
Jolyn Ikeda (Waikïkï Elementary teacher)In the p4c circle, students learn to take turns during
a discussion. They need to listen to each other. They ask

33

for clarification (What do you mean by that?). They also
learn to disagree without arguing. Before p4c, second
grade disagreements were usually a “yes it is”/ “no its
not” argument, usually ending with “I’m not your friend
any more.” With p4c, students realize that there are manydifferent perspectives. Differing points of view are valued
and make the discussion more interesting. Students can beheard saying “I disagree because…” or “I agree because…”or “Do you mean…?” They also change their minds
based on the discussion. I’ve had second graders say, “At
first I thought…, but now I think…” or “I don’t knowwhat to think, my head is spinning (from all the different
perspectives)” Wow! Perhaps our world leaders need to sit ina p4c circle.
Val Gee and Whitney Mahoney (Waikïkï
Elementary teachers)
When we have p4c sessions in our fifth-grade inclusionclass, Dr. Jackson joins us and brings along several UH
students, which adds even more variety to our truly diverse
classroom. For both of us, p4c has become a valuable toolthat we have been able to use not only as an avenue for ourstudents to freely express themselves, but also as a meansof promoting healthy and positive relationships among eachother. It’s an opportunity for students and adults to apply realworld skills such as listening, sharing ideas, and learning tolive together in a diverse society. It is wonderful to witness
students of varying needs and abilities listen to others andspeak their minds on various student generated topics, suchas “Should kids be able to drive?” and “Are ghosts real?”
When teachers see the benefits of cultivating communities ofinquiry in their classrooms, they also seek such communities
in their professional development. The principal of Waikïkï
Elementary School, one of p4c Hawai‘i’s model schools, sees theefficacy of the Community Circle not just among the students,
but among the teachers as well.

Bonnie Tabor (Waikïkï Elementary principal)
As principal, I have found p4c to be of tremendous
benefit to our teachers in their professional development.
Our faculty meetings often become p4c circles. Within theseforums, teachers challenge themselves to bump up their own
thinking skills and delve deeper into the topic of concern.
Through the intense process of discussion, a camaraderie
develops as all strive together to become increasingly
adept and effective critical thinkers whose decisions will

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Educational Perspectives ❖ Volume 44 ❖ Numbers 1 and 2

impact the school community positively. This process isenlightening. As teachers develop their own thinking, it has
a positive and synergistic impact on everything that happens
within the school. Better thinkers yield better teachers who inturn produce more inspired classrooms for our students.

Intellectual Safety
One of the defining features of a p4c Hawai‘i community ofinquiry is intellectual safety. Commitment to an intellectuallysafe classroom is a commitment to inclusivity in which allparticipants are valued. The importance of intellectual safety
is highlighted further in classes where students with special
needs are included in the classroom community. Students
with disabilities often lack confidence in their value asparticipants and, as a high school special education teacher
relates, an intellectually safe p4c classroom can help themrealize their value.

Katie Berger (Kailua High School
special-education teacher)
The environment of a p4c community is by nature lessthreatening for students, especially those with disabilities
who may be more timid in a general education setting. The
classroom is set up so that all students and teachers are
together as one community. Teachers take on more of a
facilitator role, which in my opinion gives students a sensethat whatever they have to offer to the community is just as
important as what the teacher may have to offer. I think thismoves some of the pressure of being “right” away from thestudent and gives them an opportunity to say how they feelor add their thoughts on the matter without the possibilityof being ridiculed for being “wrong.” The p4c classroom isbuilt upon community, inquiry, and philosophical dialogue.
In order for these three things to take place all students must
agree on making the class intellectually safe. This means that
all community members have the right to their own opinionand everyone has to be heard without judgment.
Students in our English class took this very seriously,
and this was important in building a strong community ofinquiry. Because students felt safe about participating, thediscussions would quickly develop as philosophical conversations and students would “dig deeper” into the topics. All
student in the class, disability or not, felt comfortable weighing in. And the more the special education students added
to the class discussion, the easier it became for them to raise
their hand and take risks answering questions they weren’t
sure about. The feedback they got from other community

members was positive; the classroom, intellectually safe.
The intellectual safety of a classroom develops gradually. There
are many degrees of intellectual safety. As a classroom becomes
more intellectually safe, participants are more honest because
both the speaker and the listeners know that honest participation requires respect and that there is far less anxiety that one’s
words may be misunderstood.

Dana Finnegan (Hökülani Elementary teacher)“You can tell Ms. Finnegan that you hate her!” Thatstatement out of the mouth of a six-year-old babe was acelebration of the freedom of p4c in our classroom. How
could that be a celebration? What p4c has brought toour classroom and our lives is the freedom of real truth,
genuine honesty (around adults no less) and the joy that
freedom has triggered.
When in a child’s life, or anyone’s for that matter, canyou look directly at someone and know that it is okay tobe that honest without dire consequences? All their lives
children are taught by adults not to lie, but then we admonish
them if their truth is not what we expect it to be. How confusing is that?
Intellectual safety is important for its role in developing a
sense of community, but it is also valued for its role in helping
students to make progess in their thinking and understanding.
A philosophy graduate student explains how intellectual safety
came to improve her own thinking.

Ana Laura Funes Mandelstam (UH Mänoa philosophy
graduate student)
One of the things that has struck me the most about thephilosophy for children program is precisely its capacity tomake us think anew about any topic within a safe environment, without having to worry about being wrong or rightor original. When I am at a p4c session, I feel my thoughts
flowing spontaneously again. They articulate themselves inan original and unique way that happens just because I am allowed to be “me.” The amazing thing is that this uniquenesssprings out of the community of inquiry and because of it.
This is something that I became aware of as I was working on
an essay about Wittgenstein. He says that it is only after having learned language in social interactions that we can start toarticulate our “inner language” of thought and not viceversa.
I think my visits to Waikïkï Elementary School have helped
me to better understand this idea. Having visited p4c sessions
mostly with first graders over one semester made me realize

Philosophy for Children

how much our thought is embedded within this social context, and how important it is for the development of our own
thoughts to be part of a safe community.

Progress in p4c Hawai‘i inquiries
A p4c Hawai‘i inquiry is a complex process of social and intellectual interactions. Veteran p4c teachers are attuned to themany ways that students and a class may exhibit progress in andthrough the inquiry process. Simply being part of an intellectually safe diverse community exposes participants to different
ideas and prompts explorations of one’s beliefs and those ofothers. The initial confusion that results from the introductionof new ideas is a sign of progress in our own thinking

Catherine Caine (Waikïkï Elementary teacher)Social learning is at the core of my philosophy as ateacher. I can’t emphasis enough that we learn best when weare supported within a safe community that values not only
thinking but also social thinking. As a teacher it is imperativethat I find systems that enhances my students opportunities
to learn in social ways.
In her book Active Literacy Across the Curriculum,
Heidi Hayes Jacob makes a distinction between true discussions and question-answer sessions. When teachers ask
questions it is usually the same students who raise theirhands, ready with the answer that the teacher is seeking. No
discussion. Jacobs, however, points to the Latin root of theword discussion as “discutere” which means to shake apart.
p4c doesn’t encourage students to find the one right answer,
it creates instead “discutere,” a shaking up of thinking, if
you will. By engaging in social learning processes students
are provided with an opportunity to explore, investigate,
respond, and listen to others’ thoughts.
When presented with a variety of beliefs and viewpoints, it isimportant that participants are also equipped with the means
to critically examine these beliefs and form further questions
that will push the inquiry deeper. The Good Thinker’s Tool Kit(GTTK), created by Thomas Jackson, provides participants witha vocabulary and strategies that develop critical thinking skills.
Also referred to as WRAITEC1, the GTTK consists of seven letters that help identify and facilitate processes characteristicof good thinking. These “tools” are often utilized throughout
the process of inquiry, the most basic of which is called “Plain
Vanilla.” Plain Vanilla consists of five stages: 1) Participantsread, watch, or listen to a stimulus together as a community;2) each participant poses a question; 3) the participants thenvote on which question they will use to begin the discussion;4) the discussion/inquiry begins (this stage usually accounts for35

the bulk of the time in Plain Vanilla); and 5) they reflect on and/or evaluate the discussion. A Kailua High School teacher who
is also a Waikïkï Elementary School parent relates a story thatreveals how comfortable and competent her children were with
the GTTK and how they were able to help her as she began to
use these strategies as a teacher. Another Kailua High School
teacher relates how comfortable her sophomore students werewith the GTTK and how they used WRAITEC to form questions
for the classes’ first Plain Vanilla.

Kelley Espinda (Kailua High School Japanese Language
and Culture teacher)I am privileged that both of my children have attendedWaikïkï Elementary School and have participated for several
years in the p4c experience with Dr. Jackson. It has helped
both my son and daughter develop confidence, and it has
improved their problem solving skills and compassion forothers. An “aha” moment for me came about when I wasbrainstorming a lesson plan that included some practicequestions for my students. My ten-year-old daughter
surprised me, when I asked about the WRAITEC acronymthat is one of the strategies that they learn in p4c. She began
immediately reciting key words and example questions froma book report she was currently working on in class. I followed up by asking her what she thought about the practicequestions I had written down previously. Without a bat of aneye, she exclaimed, “Really, Mom!” I almost caught her rolling her eyes at me. She was unimpressed with my questions
and immediately started offering feedback on how I could
make my WRAITEC questions better. The WRAITEC tool
kit is extremely useful in guiding and creating questions that
promote discussion and inquiry.
Jenine Hutsell (Kailua High School English teacher)On the first day of school I sat in a circle of twentyseven sophomores, nervously rehearsing how I would
explain the community ball to the new students. My sweaty
hands fidgeted with the brightly colored yarn. “What is thecommunity ball?” I asked the class, as if I really knew what
I was talking about. Instantly, hands shot up and students
rang out in reply. I was relieved. Not only did students know
how the community ball worked, but they also knew why
it was important to the community. I was impressed withthe students’ confidence in their responses. They had taken
the teacher’s role, collaboratively explaining the concept ofthe ball, and I had taken the student’s role as an active andsupportive listener.

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Educational Perspectives ❖ Volume 44 ❖ Numbers 1 and 2

As much as I had learned on the first day, I was stillworking from bits and pieces, and struggling to pick up theconcepts as we rapidly moved through the first semester.
Thankfully the students were already familiar with using theGood Thinker’s Toolkit and WRAITEC inquiry strategies,
which guided the class discussions. Our first Plain Vanilla
started about mid-way through the semester. I had put up
reading response questions for the students to completein order to review their reading from the previous day. I
thought this would help students prepare for the discussion.
As the students completed their responses in their notebooks,
I looked over their own WRAITEC. questions to make surethey were ready to share. As I read I was impressed with thedepth and insightfulness that the students’ communicatedthrough their questioning. I looked back at my questions on
the board and found them completely unnecessary. I realizedthat I did not need to give them questions to answer; I justneeded to listen to the questions they already wanted toask. My little reading response questions were killing theauthentic curiosity that the students had already developed
and were itching to share. That was the last time I gave thequestions.
Progress in an inquiry can also be deeply personal. Two teachersat Waikïkï Elementary describe the social and academic progressof one of their students as an illustration of the impact of p4c.

Val Gee and Whitney Mahoney (Waikïkï
Elementary teachers)
We recall one particular student. He was shy andsomewhat reserved. He was fond of numbers, history, anddrawing, but he rarely raised his hand or talked much inclass. His contributions to discussions were usually short,
one-word responses like “yes,” or “no,” or simply “because.”
As teachers, we wanted to help him to come out of his shelland achieve more of the potential that was in him. After acouple months of school, he revealed in his journal that hehas aspirations to be a politician when he grows up. With
his dream of one day running for office in an election, we
knew that developing communication skills would be vitalto pursuing his goals, but we weren’t sure how to help him.
To our pleasant surprise, he began slowly to emerge fromhis shell during p4c sessions. The open nature of p4c andthe feeling it encourages that it is safe to talk, provided
the perfect context for him to improve his communication
skills without feeling pressure. Each week he increased thenumber of times he raised his hand during p4c, and eachtime his answers grew in depth and complexity. By the endof the year, he was drawing from his extensive knowledgeof historical facts and current events to explain, support, anddefine his ideas. He gradually gained in confidence as his
peers listened attentively to his opinions and began to lookto him as a source of historical and factual information. We
also saw gains in his writing and personal communication.
Many students find themselves drawn to topics and questions
that are familiar from academic philosophy.

Makana Ramos (Kailua High School alumnus)
I enrolled in Honors English trying to make my folks
happy, and I didn’t know what to expect. I hadn’t taken aclass from the teacher, Chad Miller, before, but I am very
grateful I had the chance because the guy changed my life.
I was allowed to speak up in class and share my ideas. This
class was like nothing I had experienced before. I thought
I had enrolled in an honors English class but luckily I got
philosophy instead. The approach Mr. Miller took in hisclassroom brought everyone out of their shells and right into
the action. I took an interest in the topics we discussed. Now,
I actually wanted to go to school. I couldn’t wait to ponderand question the different ideas that I had walked past so
many times in the hallways of life. What is love? What ishate? What is enlightenment? We read book after book, andI found myself really wanting to read. Philosophical discussions fueled my appetite for understanding, and I wouldn’t
stop until I was satisfied. We would read short stories anddiscuss them vigorously. Our small class of twelve becamea scholarly community like the one in the movies, like
Dangerous Minds. p4c changed the way I looked at andcame to value education. Now I want to spread the word
and way to everyone. I believe introducing philosophy into
schools nation wide would drastically change the lives ofstudents for the better. Our p4c circle changed me foreverand I will be forever grateful.
Ultimately, what teachers often see is all these aspects ofprogress come together in one classroom. In her reflection on
p4c Hawai‘i, a Waikïkï Elementary School teacher sees personal,social, and philosophical growth interwoven together.

Nannette Ganotisi (Waikïkï Elementary teacher)
Sometimes, many times, the topics start off light and fun
before going deeper. The holidays always spark an interest

Philosophy for Children

in topics like ghosts, or Halloween, or “Is Santa real?” These
topics have a way of going deeper and students wonder if it
is or is not fun to be scared. The class usually separates into
those who say it is fun to be scared and those who saying it
isn’t. These are times with no right or wrong answers.
p4c has really helped some of our students feel
comfortable in sharing their emotions. Some have spoken
about their parents’ divorce and feel safe enough to share
how they feel.
I often start a p4c session with a story, song, or artifact.
On one occasion we started with the song “True Colors.”
A first grade girl shared that her dad “hides his true colors
and that is why mommy and daddy are getting divorced.”
Then another first grader shared a story about her dad texting
another woman and her mom found it. Details like thesemake p4c so powerful and even heartbreaking at times. Fourgirls decided to form a sort of club at recess after learningthat each of them came from divorced families. They asked
if they could stay inside at recess for their club. It was a
short-lived club, but it formed a long-lived friendship. After
sharing their stories they wanted to play. Their friendshipendured for the rest of the year. When students share stories
like this it makes all of the students think more deeply—
about their own families, about relationships, and about eachother. They learn to empathize, to care about friends andrelations, and to cooperate with each other.

What Kids Have to Say
As rewarding as it may be for teachers to be involved with
p4c Hawai‘i, the real reason they remain committed to p4c is
because of their students. The students themselves love p4c,
and they understand why it is important that they have theopportunity to take time out of a busy school-day to nurture
their community of inquiry.

Matt Lawrence (Waikïkï Elementary teacher)
I asked students in my sixth-grade class to answer thequestion, “If you believe p4c is good for kids, what are yourreasons?” Here’s what some of them had to say.
p4c allows us to use our minds and think in different ways. You
have to back up your reasons with evidence and examples. Thatcan really help improve your writing skills. While doing a report
I think of p4c, and then I use descriptive words on it.
Usually when kids talk they get disrupted, but p4c is a fun way toshare questions and ideas about a subject without getting laughedat or criticized. If the topic involves something that you have held

37

inside yourself, p4c is something that allows you to say it.
In p4c we can express ourselves. We also can talk about things thatyou have problems with; or you can talk about things to get otherthings off you mind. When someone is scared about something, in
p4c you get to know that other people are feeling the same way
as you and then you know that you aren’t alone. There are otherpeople in your class who are may be scared too. Without p4c
kids wouldn’t be able to escape what’s going on in their heads.
p4c is a way to communicate with your classmates and get toknow them better. You hear other students’ opinions and maybe
change yours. When you hear others...it might have a positiveeffect on you such as understanding more about the topic or
getting new ideas.
p4c teaches us how to respect each other’s ideas and everyone’s
different perspectives. It also helps me learn how to discipline
myself and listen intently to other people’s thoughts instead of justthinking about my own opinions and thinking that MY thinking
is the only right way.

ENDNOTES
1

W- What do you mean by?; R – Reasons; A- Assume/Assumptions; I – Infer/Inferences, Implications, If…Then; T – True; E– Examples, Evidence; C – Counterexample