Philosophising is not "grateful entertainment", but an educational
principle that has a lasting effect. To convey this is a challenge,
especially at the beginning and in the introduction of philosophising!
More and more schools and pedagogues as well as committed parents at
home and abroad have recognized that the philosophical discussion is a
great opportunity for the development of everyone involved. The academy
inspires and accompanies model schools and kindergartens in the
introduction of philosophising. Through events, the academy tries to
make philosophising better known and to show teachers the possibilities
of philosophising in workshops and lectures. In the meantime, people
even travel to our course from different European countries. A course in
English is already being worked on.
OSV Zeltgasse, 1080 Wien
For years, the academy has been successfully
cooperating with schools, institutions and committed people who want to
establish this integrative cultural technique in the educational sector.
One example is the sustainable philosophy project in OSV Zeltgasse. The
main initiator was Neslihan Turan-Berger years ago. With a lot of
commitment and personal commitment, information evenings on the subject
of "philosophising" were organized in cooperation with our academy. With
the support of the Chamber of Labour, which offers philosophising
together with the academy at the education fair L14 and in parent-child
workshops, philosophising workshops for all classes could take place in
the Zeltgasse. In the following year, this philosopher series was
continued and the decision was made to offer an internal training
series, which was followed by a large number of educators. Even several
parents decided to participate in training (open groups). In autumn
2017, the city school board officially released hours for
philosophising. See also
Philosophising with 450 people
A milestone in philosophising and that might even
have been a world record. That happened at the Pentecost camp of
Kinderfreunde Niederösterreich, where we organized a philosophical
journey for young and old with 21 groups and 450 people! And that at the
same time. In the individual stations, the participants were able to
deal with very specific topics in a practical way in the sense of a
"philosophical activity", as we call it. The response was extremely good
and confirmed that we are on the right track, namely combining fun and
life with concrete content. Philosophising at Pentecost camp was
developed by Lena Korherr and Uly Paya.
Children's University in Vienna
Philosophising has already been offered a few times
at the Children's University in Vienna. Our employees or philosophical
discussion leaders trained by us stimulated the youngsters, for example
about "What is nature actually?" to research. In an exercise prior to
the group discussion, the topic was made tangible and experience was
gained. Exciting remarks, such as those made by an approximately
eleven-year-old child, are well remembered: "When I'm older, I'd like to
study to maybe solve the world's plastic problem with the help of
photosynthesis!". One can only be amazed.....
Philosophising and outdoor pedagogy
The academy is constantly developing suitable games, workshops and
outdoor educational exercises for philosophising. A successfully
implemented example is the so-called "analogue computer game", which
imitates a computer game in reality. This was played with great
enthusiasm by all participants at the Pentecost camp as well as in the
Philo-Camp and then of course served as an exciting philosophical
General experiences and successes from practice
The following verifiable changes from practice could be observed and
evaluated through philosophising in model experiments of the Academy
("kinder philosophieren", Munich) at 48 day-care centers and schools in
children and adolescents:
Children’s questioning behavior and willingness to talk change, they
become more curious and question more.
They express their own points of view more frequently and justify them
Children with behavioral problems (both aggressive and conspicuous
behavior and withdrawal behavior) are more involved.
The way the children interact with each other changes.
Conflicts are increasingly resolved verbally.
Children's attention spans are lengthening.
Children with a migration background in particular expand their
vocabulary significantly and become more secure in terms of grammar.
Gifted children and children with learning disabilities can be better
integrated into the group and contribute surprisingly intensively.
The culture of conversation in philosophical conversations also has an
effect on other subjects, in which children show more appreciation for
the thoughts of their classmates, actively change perspectives and
relate to one another in terms of content.
Philosophy versus philosophising - terminology Over the years it has often been shown that many people do not
differentiate between philosophy and philosophising. This corresponds
roughly to the well-known "theory and practice problem". Reading a book
about mountain hikes or something about the high alpine mountains is
something completely different than going out with a backpack yourself!
And so it is with philosophising and philosophy. Instead of discussing
theoretical treatises, the content of philosophising is worked out by
the group itself using philosophical questions. Philosophising is about
the process, which, unlike philosophy, has no result as its goal.
Rather, it is about the exchange of ideas, which can of course be
summarized to form an overall picture or a research result. The focus,
however, is on the individual, who is encouraged to think, and on the
community, which looks at and questions the most diverse opinions and
So philosophising is not just about citing existing texts or concepts
from philosophy. The focus is on one's own experiences and thoughts,
which are used to research a mostly philosophical question. When
philosophising, the question is an essential and at the same time one of
the most difficult tasks for the discussion leader. This is also the
reason why the philosophical question in the first module of the
Academy's training series is one of the most central building blocks.
In the last few decades, a large number of variants of philosophising
have emerged, most of which go back to the very first attempts at
philosophising and have survived to this day. We distinguish between
"children's philosophy", "philosophy for children" (or p4c - philosophy
for children), "philosophising children" or "philosophising with
children", as we call it. All differ from each other in their
methodology and approach or their basic approach. It is comparatively
like with dancing, where there is a multitude of offers, for example
there are group dances as well as creative couple dances. The Academy
developed its model many years ago, which combines these different forms
of philosophising. In the training courses at the academy, these forms
are conveyed methodically and didactically and passed on in a practical
Religious education, ethics and philosophy
In countless conversations with directors, teachers and parents, I often
encounter this question, with all its facets and challenges! For more
than 30 years there have been (public) discussions about establishing
ethics lessons across the board. Religious education takes place in many
places, but more and more children are opting out. Depending on the
location, there are alternative lessons or a free hour. Why is that?
What would it take to bring young people together and get them talking
again in the "digital madness"?
Community is always created through a joint conversation, in pairs or in
a group. It is basically a simple and, if you will forgive me, a very
healing path once you have set it in motion. But where do quiet
conversations take place today? In my conversations with teachers over
the past 15 years, it became clear to me that kindergartens and schools
are simply overwhelmed. Teacher bodies are educators, crisis platforms
and knowledge mediators at the same time! Or must it be inevitable. How
often do I hear about being overwhelmed in the seminars, which cannot be
reconciled with loving empathy and joy in the job forever! In one of the
last seminars we talked extensively as a group about insomnia. I was
horrified. How is it that most of them often cannot sleep because of
their challenging work in an elementary school? What kind of quality of
life is that? Why is this simply ignored and who would be responsible
for a change? There are plenty of concepts and ideas as well as examples
from other countries! In Hawaii, for example, Jackson has developed a
hot spot school into a model school with top-performing students within
a few years. And how? In every class there is philosophising on a weekly
To "sell" philosophising as an educational principle is a difficult
undertaking, since it is not a pleasant form of teaching. The added
value is not immediately visible because social skills are not
immediately visible like in a school assignment or study. However, if
you look at successful companies and see the social skills, motivation
and joy of the people, you could actually guess the "yield" of
The academy strives to support this development and to offer a
contribution to a healthy community. We hope that politicians will
eventually recognize sustainable quality and support this development.
Belief and faith
This article aims to give you a little insight into the nature of
philosophising through the difference between belief and faith.
Religious teachers and theologians with different faiths take part in
our training courses. But in our philosophical discussions we deal with
belief in itself and explore with children or young people what it is
actually all about. Belief is not treated as a ready concept and
knowledge. In some cases, however, it can be a reason for a
Of course, for many, the faith that most people know from their family
of origin or culture plays a major role. When we philosophise, we don't
discuss different faiths, we deal with "beliefs" in general. Questions
could include: "What does it mean to believe in something? How does it
feel to believe? And what is the difference between believing and
It has been shown that children and young people are very happy to deal
with these questions. Religion plays no role here and I think it is
essential not to mix the process of thinking and searching for the
nature of an event with a religious belief. But for many it is also an
opportunity to take a closer look at one or the other religion or world
view. And that in a different form of quality, because it includes a
completely different self-motivation. Many existential questions such as
the question of the meaning of life are answered by religion. However,
philosophising is value-free and open-ended and does not provide any
answers or suggest a content in any form or in a hidden way.
Philosophising as a cultural technique and as an educational principle
promotes one's own thinking and the integrative process of the
community, where life themes are discovered and explored together.
Trainers, parents and educators take on the role of moderation in the
open process of philosophising. They create the framework for
philosophising using rituals and the special way of speaking, which must
be learned for this. You develop further with the children, discover
your own amazement as well as new thoughts. They also develop into equal
discussion partners at eye level and become more patient when dealing
with the children. On
the basis of the philosophical question, a new quality of listening can
arise in a group. Initially, this requires a learning process for
everyone involved and a certain amount of patience. After a while,
however, philosophising takes the pressure off of regular classes, since
the group community learns to work out its own answers and to develop
solutions. The moderators are motivated and themselves curious to
research philosophical questions. In addition, with the help of the
philosophical talks, they can get to know and assess particularly quiet
or conspicuous children better. Philosophising already enriches the
discussion leaders when preparing for a specific topic. It brings many
new aspects and contents for one's own life, which are no longer carried
out by adults alone, but by the entire group and are responsible for
them. Because it is always about our humanity and our life issues, and
the younger as well as older people similarly.
prominent persons come to our workshops
on the Rights of the Child
On November 20, 1989, the United Nations General Assembly adopted the UN
Convention on the Rights of the Child. All children in the world thus
create guaranteed rights - to survive, develop, protect and participate.
The Convention on the Rights of the Child describes basic values ??that
apply worldwide when dealing with children, regardless of social,
cultural, ethnic or religious differences. And it calls for a new
perspective on children as independent personalities. All states except
the USA and South Sudan have ratified the convention.
in 6:43 Minuten,
was Philosophieren bedeutet...
Es gibt unzählige Bücher und Literatur rund ums Philosophieren.
Zwischen Theorie und Praxis liegen oft Welten. Da können wir das
Philosophieren mit einer Kletter- oder Tanzanleitung vergleichen.
Unter diesem Gesichtspunkt wurde das
neue Buch"Fragen, Forschen, Glücklichsein" geschrieben:
Glücklichsein" Das Buch zum Philosophieren für alle von 0 bis 100
diesem Buch beschreibt Uly Paya, Gründer der Akademie, das Philosophieren
mit Kindern aus langjähriger Erfahrung und bietet Ihnen dabei kreative und
spannende Details aus der Praxis. Das Buch gibt Antworten im Umgang mit
Fragen von Kindern, Jugendlichen und Erwachsenen. Welche Rolle haben
Fragen eigentlich? Und was ist überhaupt eine Frage? Das Buch zeigt auf,
wie und wo Bildung heute versagt und welche Chancen das Philosophieren als
Bildungsprinzip und Kulturtechnik in sich trägt. Uly Paya vermittelt
Ihnen, was das Philosophieren gerade in Zeiten von Computerspielen oder
Orientierungslosigkeit vollbringen kann. Er gibt praktische Hinweise für
Eltern, PädagogInnen und ExpertInnen im Philosophieren. Der Autor
begleitet Sie dabei als erfahrener Referent, Lehrer, Musiker und Maler.
Buch "Mit Sandburgen die Welt verändern" Zwei (von der
Akademie ausgebildete) Moderatorinnen haben mit Kindergarten-Kindern zum
Thema "Veränderung" philosophiert und die Ergebnisse zusammengetragen.
Das Buch ist liebevoll gestaltet und macht Lust auf mehr
Philosophieren. Uly Paya hat für das Buch ein Gastkommentar beigesteuert
und die Autorinnen beim Philosophieren unterstützt.