A philosophical approach to SOLE

For our latest blog post, we spoke to Sugata Mitra about his current experiment, which is bound to get people thinking! You can also listen to the interview in full.

Sugata: “When I think about children and values and beliefs I find most of the time these are actually impose – unlike, for example, a poem. You wouldn’t say to a child ‘you have to like this poem because it’s very famous’. You would say ‘do you think it’s a good poem?’

“In the English language we would say values are acquired. But I don’t see any acquisition going on here <in mainstream education>. I see imposition instead.

“When it comes to belief systems it can get even worse. A lot of our world’s troubles are because of belief systems. <But> if a belief system is editable then I think there’s not much wrong with it.

“In a way science is a belief system: people tell you there’s gravity and you might say ‘how do you know?’ and I would say: ‘here’s the experiments that show that gravity exists’, but then you are not going to do those experiments. You really have to just believe me, so it is a belief system but it is editable.

Children-led belief and value systems

“As time goes on our beliefs change and we say ‘they got it wrong and now we’ve got it right’. However, unfortunately there are other belief systems which our children grow up in which are not editable. They are usually written down 1,000s of years ago and they are in every culture. I’m a bit uneasy with books written several thousand years ago which are not editable and everything in them is supposed to be right. Therefore there is no question of asking any questions!

“So then I thought of an experiment. I’m not saying that we shouldn’t continue to do values and beliefs the way we do it now – all I’m trying to say is that can we just do an experiment to see is it possible for children to derive a value or a belief given the right kind of question?

“I’m working on those questions and obviously if children are working together to figure out the answer then that’s the heart of a SOLE, so it seems to be a natural fit. Can children who do SOLEs acquire a collective value by themselves which they kind of agree with and would it make any sense? Would they arrive at conclusions that we as adults of a particular culture or society would disagree with? If so, what would we do? Would we say ‘even if you believe the opposite you have to behave otherwise’?.

“These are all unknowns but I think that there is some merit at this point with Internet and SOLEs to look at this area of values and beliefs.

Philosophy for Children

“There is a subject called P4C (Philosophy for Children) which was started in Britain many years ago which I noticed hasn’t really done very well. I think I know why – it’s because it’s teacher-driven. Now if it’s physics or maths and teacher-driven then the teacher is just going to tell you the big findings and the big truths of these subjects.  But if it’s an area of belief and faith then different teachers are going to do different things. In fact, it might even be somewhat risky to do it, so perhaps that’s the reason P4C has been stumbling along.

“So, I was wondering if we could do a set of experiments with SOLEs and P4C and the acquisition of a collective value system by children. I know it sounds very ambitious but you’ve got to start somewhere.”

Sugata is currently carrying out these experiments with teachers in the Isle of Man, Argentina, the United Kingdom and New Zealand.