Philosophical Inquiry
- Everyone positioned in a circle, able to see each other
- Having a starting point: a text, a poem, one sentence, an art work, a dance…
- Focusing on the questions that come up from the starting point
- Each participant thinking and writing down 1-2 questions that come to mind
- Writing the questions on the blackboard, one question at a time
- Slowing down, focusing on each question
- Eventually, looking at what relationships may be found between the questions. Are there some similar questions?
- Looking at the topics and questions, not trying to find answers
Purpose:
- Looking at things in different ways.
- Finding out how other people see things.
- A structure for looking into things.
- A starting point for discussion: thinking together.
- Finding out what arises from the group, not pushing the teacher’s ideas.
- Practicing how to ask questions.
- The aim is to learn to ask open questions, to see deeper, problematize, conceptualize.
- It takes training to ask substantial questions.
- Building up trust, at the start allowing all kinds of questions.
- Developing critical thinking.
- Often people may think a lot, even if they don’t seem to participate.
Who with:
- People of any age or background
Variations:
- A starting question with the starting point, for example: “What do you think is happening in this artwork?”
- Adjusting the text/artwork/question to suit the group.
- With children: allowing any questions.
- Embodiment as a focal point:
- Moving in the space – going to a specific spot if all the participants agree, if they don’t agree completely not agreeing, going to the opposite side of the space.
- Ask participants do justify why their position in regard to the question.
- Discussions may prompt participants to change their mind and express that by moving to a different spot in the room.
- Imagining things that are present in the room, looking at them differently.
Duration:
- 1 hour
Author: Ingimar Olafsson Waage, Iceland University of the Arts, Reykjavik.