Name: 美と未来の哲学者たち (Beauty and Future Philosophers)
Uploaded: 2021-01-14T10:17:15.000Z
Duration: 8 min 33 s
Description: VoiceTubeの動画で発音を聞きながら英語表現を覚えよう！学べる英語：

様態の副詞

So I think the first philosophy that I ever came across was probably in Sophie's World, which is a book about a little girl who has all these experiences with engaging with different force for the different ideas on.

基礎受動態

I think I was given this book to read because I'm having a slightly stroppy teenager on DDE that the idea waas that arguing and reflecting on philosophy would be a good thing for me to do.

And someone thought this would be a fun book for me to read.

I guess maybe I was 13 14 when someone gave me this on.

I read it and thought it was really interesting and from then on just just got more and more interested in it.

I think philosophy might have enabled me to be Maur better October 2.

So recently, what the department's been doing is taking out a Siri's off philosophy workshops.

If you like into local primary schools and the idea has been that we take a bit of research is done in the department on, we try and package it up into a small little workshop.

We run it for about one hour, and we have six of these.

So for a six week block, we're going out working with kids in the local area on teaching them really to engage in philosophy.

So, for instance, one of the sessions we work on is what is Beauty has a huge and really really difficult question to deal with.

So what we do to start with is we give them six pictures, we give them 10 minutes, we put them into groups and we say Order them from most beautiful to least beautiful on.

We'll talk about the philosophically interesting aspects of that so that we got the picture of a kitten.

And then we've got the picture of industrial power Station.

So the age of the kids we've worked with has varied a little bit.

We've worked with Children from about six or seven years old, right up to 11 years old, say no, no introduction needed for that picture.

Although they're almost universally, they think that this is not beautiful.

She's really ugly because because she's ugly on.

We have a picture of AH model taken from some magazine again, they tend to think that that's fairly ugly as well.

No, she's quite looking at my wife may be watching this video.

She's obviously far more beautiful than that.

Normally, they the kids react to start with a little bit of suspicion.

So here you are, this intruder coming into their school, they've never met you on often as well.

You know, you're coming from the university.

That could be a preconception about what that brings with it on.

Then you ask the first question on dhe straightaway.

So again, talking about what is beauty, that they'll say things that we have a picture of a shiny sports car on, and typically, then the boys get really excited and they start coming up with these fantastic ideas about what might make that car a beautiful thing.

My mates Dad once saw one of these in the street in London that was really posh, but they're totally free wheeling and they'll draw connections all over the place.

Getting those those ideas back at something a bit more philosophically constrained requires that what we do is we get them back from their groups.

They've worked out what the order of the pictures is from.

What makes this thing more beautiful than that thing?

Why have you put them in the orders that you have if you like, justify your decisions are a huge part of philosophy is being ableto argue for an articulate your reasons for thinking that something is the case on So once we've got them engaged in that freewheeling exercise, it's in the case of right, Explain yourself.

Defend your view on dhe when you talk to other groups, a group of boys who put the sports car is most beautiful.

And then we have another picture in which there's a picture of a lovely sunset.

Sometimes, you know, it is inevitably group of boys with the car group of girls with the sunset.

Do you know what I'm gonna ask you to do now.

I think that probably is the most beautiful.

Maybe gay in the car kind of station on the rubbish dump.

We think that there's no lower age limit on doing philosophy on.

We think that doing philosophy is just enormously valuable, just in and of itself.

Good philosophers are good at doing all sorts of other things on dhe.

Philosophy is just fantastically interesting.

So we think, Let's go out, talk to kids, get them doing the philosophy for themselves.

Foot put hair, their hair about Lisa, sunset talk.

So I put the car there, and then I put it quite like Pat Station's parent station.

I think Typically Children start to be introduced to philosophy somewhere around 16.

So sometimes they might get to do a philosophy A s level.

They might get a bit of critical thinking a little bit before that, which is sometimes connected to bits of philosophy, but at least typically philosophy just doesn't get into the curriculum beneath that kind of age range.

Practical teaches very busy teaching Children lots of other things.

So, yeah, I think it doesn't normally creep in until much later.

I think people are a disinclined to give philosophy to primary school age Children because there is this preconception that kicks around that in order to do philosophy, you've somehow gotta be just really, really clever.

Everybody gotta have a grasp of high level abstract principles.

Um, on dhe, I guess I think that pretty conceptions false.

I think just working with the seven year olds just shows me that that that that's not right.

There are a couple of really good reasons for getting philosophy in early ones just to do with the nature of the subject itself.

So one of the things that we go out on work with with the Children concerns morality and moral reasoning and thinking about what it is for a on act to be good as opposed to enact being being bad, these Children gotta grow up.

They've got to learn to behave in a mature and reflective kind of ways, and I think that teaching them how to reason and work through their actions and think about what could a guiding principle they might like to employ that's fantastically useful.

I think that there's a real difference between the way that, say, a seven year old would engage the philosophical problem from the way that a first year undergraduate would engage with philosophical problem and then maybe a member of academic staff S o.

So let's start with the undergraduate, right?

Because the mind of a typical teaching kind of material, they come to us in their first year.

They've been taught a lot of things about how to write, how to think, how to perform.

And typically they've been asked to do that in a very structured kind of way.

When you start working with seven year olds in the primary school, you've got none of that, and it's brilliant.

They just you never ever know what is gonna come out next on Dhe from many points of view, that's awesome, because you have this little team then of 15 in the group who are attacking a philosophical problem from just just impossible angles angles that aren't gonna work angles that are, but they have no preconceptions where they should start.

And that's that's brilliant to work with.

Um, interestingly, colleagues ever kind of a mishmash of those two things.

Eso They've been taught how to think in very particular instructed kinds of ways, but typically because they're philosophers, they've also been trained in a sense to try and ignore a lot of that structure and just think about the issues as they are.

字幕リスト動画再生

美と未来の哲学者たち (Beauty and Future Philosophers)

articulate

engage

structure

practical