Philosophy, Butterflies, and the Florida Fall
Mary Marcous is a member of PLATO’s Volunteer Corps and its Board of Directors.
Photograph by James C. Albright: the Monarch butterfly (Danaus plexippus).
Right about now, much of the Northern United States is enjoying the spectacularly colorful transformation of the autumn leaves. Meanwhile, here in the Florida Panhandle, we too are enjoying another of nature’s colorful seasonal magic tricks, the annual Fall migration of the Monarch butterfly.
Florida’s gorgeous Forgotten Coast is the Monarchs’ last rest stop before they journey onward across the Gulf to lovely Mexico.
¡Ay, qué linda! my grandmother would say. No living creature seems to handle their own vulnerability, changing circumstantial uncertainties, or transformative pressures quite as gracefully as a butterfly (though children are a noteworthy exception).
Leaves, butterflies, and children are all continuously transforming marvels of nature worthy of thanksgiving this holiday season. In celebration of the Fall, here’s a simple and fun activity you can try with your child the next time you spot a butterfly! Begin by saying:
Did you know that every butterfly used to be a caterpillar? (And every caterpillar used to be an egg before that! And that egg came from another butterfly even before that!) I sometimes wonder how a living thing, like a butterfly, can change so much in one lifetime? You know, when something changes A LOT, we sometimes say it transforms. For example, we can say, “A caterpillar transforms into a butterfly.” Can you think of other things that change?
If this sparks your child’s attention, you may continue to explore these themes of change and transformation together. You can do so by posing any or all of the questions below:
- Can you think of anything else, like the butterfly, that seems to change A LOT, or transform, as it grows (/or over time)?
- If you could change (or transform) into ANYTHING when you grow up, what would you want to become? (/Why?)
- Would you want anything about you NOW (like, for example, your name) to stay the same in the future, even after you change? (/Like what? Why?)
- Can you think of something that ALWAYSseems to be changing? (If yes: Can you say more about that, or give an example of what you mean?)
- Can you think of something that NEVER seems to change? (If yes: Can you say more about that, or give an example of what you mean?)
- Do you think change (or transformation) can sometimes be a good thing? (If yes: Can you say more about that, or give an example of what you mean?)
- Do you think change (or transformation) can ever be a bad thing? (If yes: Can you say more about that, or give an example of what you mean?)
The ensuing conversation is likely to be philosophical, which is to say, confounding, ingenious, mysterious, or awe-inspiring. Children often challenge our taken-for-granted assumptions and help us to grow. Indeed, some of the most profound insights I have stumbled upon have been in the grace of their philosophical company.
Conversations like this may also serve as a natural segue into further exploration. They can spark a child’s curiosity to ask other big questions about the mysteries of life. In fact, you may find yourself answering “I don’t know” to a lot of fascinating follow-up questions sparked by your child’s natural sense of wonder. This presents a perfect “teachable moment” because you’re teaching your child that it is perfectly okay – indeed — quite philosophical) to be able to spot and say when you don’t know something, or don’t know for sure.
Simply say “I don’t know” with equal parts confidence and humility, followed by an outward expression of your openness and desire to learn more about the question that has you stumped. For example, when discussing the life cycle of a butterfly, I may say, “I don’t know how the butterfly grows its wings in the chrysalis, but I think that’s a fascinating question! Do you want to try and learn more about it together? We can see if the library has any books on butterflies we can check out. Can you think of any other ways we can learn more about the butterfly’s lifecycle?”
Question: How often can I say “I don’t know” when doing philosophy? Answer: As frequently and forthrightly as the truth demands. Though in truth, one of the most empowering gifts of a philosophical education is the capability and confidence to admit what we don’t know something, and to appreciate the indispensable role of not knowing in directing our learning. This is why Socrates taught that the most blameworthy form of ignorance was to think one knows what one does not know. And what better way is there to instill such confidence in a child than to model or exemplify that behavior ourselves?
Now, you may find yourself reflecting on a related question: What exactly is the purpose of a philosophical education? Well, I don’t know for sure, but I’m reminded of a fortune cookie I once read – “Education is not filling a bucket but lighting a fire.” And I can’t help but wonder: What better way is there to discover fire than by simply following the sparks?