In 2016, UNESCO approved the creation of the first World Chair in Philosophy with Children, children being our target group in this project. Its aim is to foster dialogue among the citizens of the world and enhance mutual understanding of each culture for global peace. Social and civic skills are not often developed in schools and yet are essential for learning. The objective of the "Philosophical Discussion Workshops” (PDW) is to develop these skills within children by exercising their critical eye and valuing dialogue and freedom of expression on themes related to citizenship and humanist values, in a respectful and caring environment. The workshops give meaning to learning because they create links between the children, which generates real motivation in them. Putting the European project and its cultural heritage at the center of the Philosophical Discussion Workshops seems essential to us. The realities redrawn by the crises of the last decade in many sectors benefit nationalist and separatist movements whose populist messages and values jeopardize European unity. The analysis of the Union's competences and challenges is therefore our starting point for ensuring that our future citizens take ownership of the European project and become inspired and responsible actors. Approaching Europe through its universal values will enable us to redefine it with the young participants, to make them aware of the challenges of today and tomorrow and, why not, to develop a European identity which remains a utopia for many nowadays. The PDW workshops will create learning opportunities and encourage the acquisition of the intellectual tools necessary for students to grasp these challenges and ownership. In concrete terms, this means learning to philosophize, to master a thought process, to acquire the ability to argue, to present a point of view, to analyze and conceptualize. The PDW workshops will mobilize these skills in order to develop new ones, which are essential in a school context: · “Problematization", which mainly consists in presenting a problem in a methodical and structured way, questioning opinions and certainties and highlighting the complexity of a concept and its notions. · “Conceptualization", which allows empirical practices to be raised to the conceptual level and a definition to be constructed through a process of structured reflection. · “Argumentation" which is the art of rationally justifying an assertion, but also of proposing objections by choosing the right words to translate one's thought. Michel Tozzi, a French philosopher of reference in leading philosophical discussions with children, proposes a definition of "philosophize" that translates this approach : "Philosophize means attempting to articulate on issues sensitive to the human condition, in a relationship of authenticity in meaning and truth, intellectual processes of questioning (problematization of questions, affirmations and notions); of conceptualization of notions and conceptual distinctions; of rational argumentation of theses and objections in response to these questions. This definition values exclusively the intellectual part of the concept "philosophize". Spilia, our project, wishes to go further. The awakening of reflection through imagination, storytelling and animation of workshops based on works of art seem to us essential in order to complete the construction of thoughts. Spilia is based on an ambitious partnership between different structures established in several Member States. The pooling of our partners' skills will enable us to deploy our project in other Member States. Co-constructing a project sharing European values and intercultural competences must be a priority for European citizens. Society is built by our actions and today's children will be tomorrow's citizens. The PDW workshops prepare us for the exercise of democracy in which clear minds are necessary. If we realise that we can and must be lucid actors, in tune with what we are and capable of debating a common goal, we can create relevant and beneficial changes for the community. Spilia's challenge is to equip and support children in order for them to emancipate and awake to citizenship that will lead them to become enlightened actors in the public space.
Initially, our primary goal with the implementation of the Spilia project was to create a tangible pedagogical tool that promotes active and participative citizenship, emphasizing the common values of the European Union through intercultural cooperation. Subsequently, we aimed to engage teachers in the project. To achieve this, we collaborated with experts trained in facilitating philosophical debates, educators, philosophers, and teacher trainers to analyze and develop our method. By incorporating philosophical workshops in classrooms, our intention was to introduce students to democratic life and civic engagement, while fostering the development of critical thinking. Ultimately, our objective was to contribute to the education of a generation of active and responsible citizens who are attuned to European values and capable of making constructive contributions to the life of their community and the European Union.
The practice of philosophy with children helps develop specific and critical skills that are essential for their education. This is demonstrated by various studies on the impact of workshops, including one conducted by the philosopher Serge Robert. Philosophical workshops enable students to incorporate social, ethical, and democratic components, all of which are transversal skills contributing to the development of critical thinking and rigorous thought. These essential tools provide meaning to learning, which is lacking in an increasing number of students. Not that teachers have lost this vocation over time, but we can clearly highlight a structural and organizational deficiency in the sector. These workshops help students develop and strengthen their ability to think objectively and independently, to question their certainties, and to express their thoughts clearly and precisely in a spirit of benevolent collectivity. The encouraging results of the study conducted by UNESCO in 2007, titled "Philosophy, a School of Freedom," explain the growing enthusiasm of schools worldwide for these practices.