“That’s not even fair!” asserts Sequoia, a third-grader at Edison Elementary, where it’s pajama day.
She’s referring to a hypothetical schoolwide math competition, which moments prior was a hypothetical foot race pitting fifth-graders against kindergartners. The idea is to see if students will apply the same logic to different situations. Her tone suggests that hers is the final word in this debate, but it’s only just begun.
The exercise is part of Teaching Children Philosophy, also known as PHIL 399. It’s a collaborative effort between the UO’s Department of Education Studies in the College of Education and the Department of Philosophy in the College of Arts and Sciences in which college students lead weekly philosophical discussions in local classrooms, grades 3-5 ...
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