8 Thinking about Change

Dialogue

This activity aims to nurture children’s understanding of change, freedom, and our connection to nature. By weaving together philosophical dialogue, hands-on exploration, and digital tools, children will explore how they and the world around them continually transform.

Task 1: Philosophical Exploration with Fragments

1. Begin by introducing the children to a philosopher named Heraclitus of Ephesus, who lived long ago and thought deeply about the nature of change. Explain that we only have “fragments” of what he wrote, like little pieces of a puzzle, but we can still learn and discuss his ideas. Share one of these fragments:

   You cannot step in the same river twice, for it’s not the same river, and you are not the same.

2. Have a conversation about what could Heraclitus have meant by this and what to make of it. Ideally make them realise that it is possible to agree and disagree with the statement. Use these guiding questions to spark their ideas:

   1. What is a river?
   2. Is the river like the ocean?
   3. What can one do by the river?
   4. Does the size of the river matter?
   5. Does the size of a person matter?
   6. Can the river change size?
   7. Do people change all the time?
   8. Are some changes more important than others?
   9. Can a river be free?
   10. Can a person be free?
3. Encourage the children to share whether they agree or disagree with each other, and help them understand that we can have different ideas and still think together. This dialogue allows them to start understanding that change is part of life, and that reasoning together can help us understand complex ideas.

Task 2: Observing Change in Nature

1. Introduce the children to the concept of growth and change in nature by showing them a time-lapse video of a bean sprouting and growing. Explain that just as rivers and people change, so do plants as they grow. Tell them they will be able to watch a bean grow in real life, just as they saw in the video.
2. Each child or group will plant a bean in a glass jar with soil, setting it near sunlight. Every day, they will observe their bean, noting any changes they see. Using a tablet or phone, they can take daily photos of the plant’s progress. After about 25 days, look back at all the photos. You can place them in a row to make changes through time visible. This will give them the chance to see how the bean changes over time and connect those changes with the idea of transformation.
3. To expand this experience, introduce a variety of seeds such as sunflowers, corn, or radishes. Encourage the children to observe how each one grows in its own way, helping them realise that each type of seed changes differently, just like each person and river has unique qualities.

Task 3: Building a “River Landscape” with Nature and Art

1. Now bring the concept of a river to life by showing children images or short videos of rivers, both above and below the water. Ask them to think about what a river is, what kinds of life surround it and what lives within it. Encourage them to reflect on questions like:

   1. What can one do by the river?
   2. What can one find in the river?
   3. Where does the river come from?
   4. What are the parts of a river?
   5. What can you do in the river?
2. Provide them with art supplies to create their own “river landscape”, where they can include things like plants, rocks, and animals above the river and fish, plants, and stones below. This hands-on activity lets them creatively express their understanding of rivers as living, changing spaces full of life.
3. You could also introduce the children to a wordless picture book, such as “Praia-Mar”, and let them take turns “reading” it by making up their own stories about what might be happening on each page. Together, discuss how rivers and oceans are similar and different. This will give them the opportunity to express their ideas about rivers and oceans and their unique qualities.

Task 4: Water on Our Planet – Exploring World Waterways

1. Using a large map of the world, invite children to look at different bodies of water, pointing out famous rivers, seas, lakes, and oceans. Encourage them to pick a water area they don’t know much about. Together, find simple facts or photos of these places to help them learn more. Let them ask more questions, like:

   1. What does this water look like?
   2. What kind of animals might live here?
   3. Can you tell which bodies of water are salted from those that aren’t?
   4. Is the water different colours in different parts of the world?
   5. What can people do in different parts of the world in different bodies of water?
2. Use their curiosity as a way to discuss the importance of water for all life on Earth. Finally, bring them back to the idea of change and transformation by asking if they think people can help protect rivers and oceans, and what happens to the planet when water sources change. This will encourage them to think about their connection to nature and how they can take care of it.
3. If dialogue reaches a difficult moment regarding the nature of a river, ask them to draw a river on one side of a page and draw the ocean on the other side so they can compare and contrast the two bodies of water. Sometimes elements they think about appear in the drawing even when they have difficulty expressing them verbally. Once others see the drawing it becomes easier to talk about them.