Gotta Go! Gotta Go!
By Sam Swope, Farrar, Straus and Giroux
This is the tale of a "creepy-crawly bug" (Monarch caterpillar), who says "I don't know much, but I know what I know. I gotta go! I gotta go! I gotta go to Mexico!" On her long trek, she meets a grasshopper and an ant, takes a "nice long rest" (metamorphosis), and finally reaches the hibernation grove in Mexico. She wakens in spring to "dance" with another creepy-crawly bug before heading north again to lay her eggs-"-the reason for everything."
Guidelines for Philosophical Discussion ==
By Katherine Krueger
This book raises some interesting philosophical questions about the differences between instinct and knowledge, as well as the issue of determinism. The discussion may rest primarily on the ideas of whether knowledge and instinct are different, whether there is such a thing as inherent knowledge, and may even drift into the differences between conscious and sub-conscious actions (for example, knowing how to ties your shoes versus knowing how to breathe.) Questions 2-8 address these issues. It is possible that the children will generally agree that instinct and learned knowledge are different, and in the absence of any conflict within the discussion one might raise the question of how things are known, that is, how information is stored in the brain. This may prompt some of the children to change their answers in light of the idea that knowledge is all stored in relatively the same place. It’s possible that someone will raise the idea of emotional knowledge, or things you know from “your heart,” rather than your head, and this too may present some conflicts in belief among the students.
Questions 9-14 are about whether or not we are born with a purpose for our lives, and about the issue of free will. In this line of questions, the issue of religion and “God’s plan” may arise. To preserve the safety and respect that in necessary for a Community of Inquiry, it will be important to remind the children to respect each others beliefs and also that it is ok to disagree with one another. One way to avoid getting lost in the debate about pre-destination (should one so choose) is to focus on the idea of free will and ask the students what they think about free will, and whether we are always free to make our own decisions. Answers to some of those questions may include the idea of right and wrong, the law, and even future consequences (i.e. If you do something bad now will it affect you later? What if you do something good?). The philosophical issues of right and wrong, and the debate about freedom and destiny are ones that children can relate to as they are growing up and being taught by others what they “should” and “should not” do, and should be a good catalyst for class discussion.
Questions for Philosophical Discussion
By Katherine Krueger