Punchinello and the Most Marvelous Gift
By Max Lucado
All of Wemmicksville is decorated and bustling with preparations for the Maker Day festival in honor of Eli, the woodcarver who makes all the wooden toy Wemmicks. Violet the florist’s massive bouquet, Hans the baker’s seven-layer chocolate cherry truffle cake, and the vocal performance by Punchinello’s best friend Lucia, eccentrically accompanied by Dr. Marvel’s impressive Marvellaphony-organoni, are all vying for recognition as the “best” part of the Maker Day festivities. Punchinello also wants to do something really special for Eli, but when Maker Day comes, he still feels that anything he could offer would be inadequate in comparison. While assisting Dr. Marvel and Lucia with the Marvellaphony-organoni, Punchinello accidently pushes the wrong button and manages to destroy the cake, the bouquet of flowers, and the vocal performance. When it seems that Maker Day has been ruined, the Wemmicks, with Punchinello’s inspiration, march to Eli and all sing, “We like you. We love you. We all agree -- Without you, Eli, there’d be no we.” It is then that Punchinello and the rest of the Wemmicks realize that Maker Day is not about impressing one another or Eli with the gifts, but rather about expressing gratitude to Eli. This “most marvelous gift” touches Eli’s heart and is acclaimed as the best part of Maker Day.
Guidelines for Philosophical Discussion
By Molly Steinberg and Ruth Steinke
The philosophical big ideas in Punchinello and the Most Marvelous Gift mainly center on the exploration of what constitutes a good gift, and what makes gift giving and receiving special. This theme naturally lends itself to a parallel discussion of value and the objective or subjective features to which we attribute various types of value.
People love getting and receiving gifts. But some gifts are better than others. Why? What qualities and circumstances make a gift good or make the gift-giving act good? In the book, several gifts for Eli are compared and contrasted: are some better than others? Do the objective characteristics of the gift or the subjective intentions of the giver carry more weight of “goodness.” For example, the sense of competition between particularly Hans and Violet for recognition as the creator of the “best” part of Maker Day raises the question of whether gifts from different people should be compared, as well as the degree to which the value of a gift rests on the sincerity of the giver’s motivations or the visibility of the gift. Do Hans’ and Violet’s ardent desires to impress Eli and all of Wemmicksville improve the value of their gifts? Does their immense effort and time, using their expert capabilities, make their gift valuable? Although Eli never saw their gifts, does the celebratory applause of the crowd of Wemmicks make their gift valuable? Punchinello’s sense of inadequacy as he compares the pies he might be able to bake or the little ditty he made up to the creations of the skilled baker, florist, and musicians raises the question of whether the value of a gift depends on the objective extent of one’s abilities and talents. Or is it the subjective “thought that counts,” and if so, whose thoughts, the giver’s or the recipient’s? Punchinello’s underlying question of how to do something really special for Eli encapsulates the ultimate “punchline” goal towards which the discussion may be directed: what was the most marvelous gift in the book, and what made it such a marvelous gift?
The nature of value
The story can also help children launch an exploration of the different ways we value things. Some things are intrinsically valuable, meaning that they are valuable simply in virtue of themselves. Other things are extrinsically valuable, meaning that they are valuable because of their relation to other things. A hammer, for example, is extrinsically valuable: it is valuable because it helps us do things like build buildings and put pictures on walls. Children will likely get the idea that some things are valuable only because of what they allow us to do. You might use this idea to try to get them to think about things they think are intrinsically valuable: if we value a hammer because it helps us build buildings, why do we value buildings? If you pursue this line of questioning (i.e. "Why we do we value X?) eventually, the kids will hit on something that we don't'' value for the sake of anything else. We just value it for itself (and so we think it is intrinsically valuable). Children might hit on answers like happiness, pleasure, people, family, or friends. You can use the example of the ending song from the book to get this line of questioning going: what made the ending song a valuable gift. Perhaps it was valuable because it was aesthetically pleasing. The next inquiry in the line might be: what makes beauty or aesthetically pleasing things valuable? Some believe aesthetically pleasing qualities are intrinsically valuable. However, others believe the song’s beauty was valuable because it gave Eli happiness. Someone who believes this heartfelt enjoyment needs no further justification believes that subjective feelings of happiness are intrinsically valuable. However, perhaps Eli’s happiness was good because it indicated that he knew the Wemmicks loved him, just as he loved them. Hence, mutually loving relationships might be the “end of the line,” the ultimate intrinsic value of the “most marvelous gift.”
As you encourage children to consider the ideas of what constitutes a good gift, and what motivations or circumstances should surround the giving act, it will be important not to get bogged down in terminology and distinctions between intrinsic, extrinsic, derivative, non-derivative value. We have attempted to illuminate a few of these nuanced theories and terms to offer some background considerations you might keep in mind while helping the children sort out their own manners of determining the goodness of a gift. However, as demonstrated in the questions we offer below, it is clearly advisable to avoid these terms and definitions, and rather to help children focus on specific objective or subjective characteristics, using examples from the book and their own experience. Nevertheless, as you listen to the ideas the children produce, hopefully this background familiarity with conceptualizations of value will help you recognize when the children are generating these questions and grappling with the importance of the above considerations, just in their own words, and will help you guide their inquiry.
Questions for Philosophical Discussion
Note: These sequences questions are simply suggestions to have available in the course of the discussion. Please feel free to select those that are best suited to the comments and ideas generated by the children, or to come up with your own as the discussion develops.
Initial Considerations of Qualities of Good Gifts
Comparison of Gifts, Competition, and Motivations for Giving
The Value of Gifts
The Most Marvelous Gift