Are middle schoolers capable of higher level thinking?
Here is a question for the century: Are 12 and 13 year old students capable of handling deep philosophical questions?
Because that is exactly what I do when I create my Washington State History Curriculum. The lesson about chief Leschi and the Puget Sound war was created to get student to think about perspective taking and collective memory. I know, call me crazy, maybe I am a john Lennon type of ‘dreamer’ but I think we can engage middle school students to think deeply about life.
I am a big fan of Le Petit Prince, by Antoine de Saint-Exupéry and have crafted my own treaty on how to bring big ideas into those little hormone driven heads.
Guidelines for Philosophical Discussion
Antoine de Saint-Exupéry’s timeless classic, The Little Prince, provides a rich, advanced story to engage children in philosophical discussion. Saint-Exupéry's own experiences as a pilot, who was once stranded in the desert, lend a uniquely accessible element to the story. The pilot’s realistic struggle with his harsh environment, juxtaposed with his poignant appreciation for its natural beauty, stems from Saint-Exupéry's first-hand experiences. This grounding of the supernatural in real life offers children a framework to contemplate the extraordinary.
Throughout the little prince's travels, readers encounter open-ended philosophical concepts such as authority, ephemerality, and loneliness. The story invites us to consider different definitions of ownership, contrasting the Little Prince’s responsibility-based ideal with the businessman’s avarice-based perspective. The Little Prince also evaluates concepts like friendship through his interactions with others. Seeing through his innocent yet critical lens allows readers to examine their own preconceived notions surrounding these ideas.
The Little Prince poses questions that children themselves might ask in similar situations. Many of the answers he receives come from very ‘grown-up’ grown-ups. Although their responses may seem illogical in this context, they reflect real-world scenarios. For example, “Do as I say because I’m the king” isn’t far from “Do as I say because I’m the parent/teacher.” The Little Prince never lets go of a question once he’s asked it, exemplifying the importance of persistent inquiry. This ongoing process of critical evaluation is the cornerstone of philosophy for children and is reflected in the question sets that follow.
Some questions to ask your students:
“How do you think the Little Prince feels about loneliness?” When the student answers, or if they cannot answer, follow up with these questions “Why does he feel lonely, and how does he try to overcome it?”
“Why does the Little Prince care about his rose so much, even though there are many other roses?”. the important question really is - why is his rose unique to him. Then say, “"t is the time you have Spent for your rose that makes your rose so important." this means it is the care, Time and Attention that we give the object of our affecting value. Then you can bring this point in, and remind students that time is limited and one ought not spend time with people who are not worth that time, and in life, we do have to make these judgements of others.
Ask students, “What does The Little Prince say about Authority? What is Authority for him?” This is an interesting element because the character shows such a sweet, innocence next to the adult practicality. Overall, The Little Prince suggests that true authority comes from understanding, empathy, and meaningful connections with others, rather than mere control or ownership. The characters encountered by the Little Prince serve as allegorical representations of different facets of authority, inviting readers to reflect on their own perceptions of power and leadership.
