From Textbook to Documentary: A Case Study of Big Ideas for Little Kids: Teaching

Philosophy through Picture Books

Yen-Chen Liu
In this term paper I put Big Ideas for Little Kids: Teaching Philosophy through
Picture Books this book as well as documentary under the discussions of digital
storytelling. Big Ideas for Little Kids: Teaching Philosophy through Picture Books
was originally a textbook by Thomas E. Wartenberg on childrens philosophy, and
then an educational documentary by WGBY in 2014. In this documentary,
undergraduate students teach elementary school children philosophy through six
picture books. Those philosophical discussions and comments from culturally diverse
participants in this documentary display that philosophy can be teachable. I hope to
discover the structure, voices from participants, and perspectives from director in this
documentary, with concepts of storyboard, social justice, ethnics of documentary, and
the essences of storytelling. I provide my observation of the implications of teaching
philosophy outside of the classroom with culturally diverse viewpoints, and then
provide a possible teaching plan for teaching philosophy through digital storytelling
to general audience who are concerned about childrens education.

Introduction
Digital storytelling is essentially an interdisciplinary field. It can cross humanities,
social science, science, education and technology. A digital storytelling product, such
as a documentary, is cooperated and collaborated by people of various professions as
well. Here I would like to use Big Ideas for Little Kids: Teaching Philosophy through
Picture Books this documentary as a case study, since it cross the fields of philosophy,
childrens literature, and digital storytelling. My purpose of this term paper is to

discover the educational role of this documentary from culturally diverse

perspectives, especially the implications of teaching philosophy outside of the
classroom. It is important because this documentary demonstrates that philosophy is
beneficial, teachable, and practical for culturally diverse children. It provides visual
and complementary aspects for its original textbook version, because of the culturally
diverse participants on screen. I connect the documentary to concepts of storyboard,
social justice, ethnics of documentary, and the essences of storytelling in the course of
Digital Storytelling.
Ohler (2014) uses printed books in schooling education as an analogy to
express that technology can also be applicable in the classroom. Printed books
challenge the method that teachers convey knowledge; likewise, digital products
challenge the ways teachers design curricula (Ohler, 2014, p. 85). Nowadays we
regard technology education as a revolution, ignoring that fact that education itself is
always a process of reforming the previous generation. There is a textbook as well as
a documentary that challenge our presumptions of teaching philosophy for children.
Textbook Big Ideas for Little Kids: Teaching Philosophy through Childrens
Literature (2014) was first published as a revolution in childrens education, for it
combines childrens literature and philosophy. Since November 3 2014, it was
released as a documentary on WGBY, spreading those philosophical notions in
educational textbook through mass media. In this paper, I use both textbook and
document of Big Ideas for Little Kids: Teaching Philosophy through Picture Books, to
scrutinize the ideas in printed books and then in technology education.
There are reasons for Wartenberg to start his career to use picture books to
teach children philosophy. Wartenberg (2014) said when his son Jake was a second
grader, he told the elementary school teachers that he would like to teach philosophy
for children. And he decided to choose stories (picture books) as a method
(Wartenberg, 2014, p. 9). From Hymes perspective, Life itself is a source of
narrative and that narrative is shaped through telling and retelling (Pahl& Rowell, p.
40). Actually, stories exist and are retold in our daily life. According to Lambert,
The collection of stories becomes your epistemology (Lambert, 2013, p.17). Those
stories tell us how to react to people that we encounter in our surroundings. In director
Julie Akerets opinion, stories are not just stories, When presented in a program like

this one that introduces philosophical concepts through popular childrens picture
books, philosophy can be fun and exciting and very relevant to kids. Learning how to
build an argument, how to listen carefully to what peers have to say and how to
respectfully disagree are all important skills in a democratic society (Urban, 2014).
Six stories provided by Wartenberg in Big Ideas for Little Kids: Teaching Philosophy
through Picture Books not only have social, educational, but also have philosophical
functions besides amusement. Here I cite what Maybin (2006) has said, Children
make sense of the world in interaction with each other (Pahl& Rowell, p. 45), Those
stories on philosophy have multiple topics, they all reflect our questions for life.

The Literature Review

My term paper is primary based on research from Joe Lambert (2013), Jason
B. Ohler (2013), and other scholars articles. Their studies all have the same
arguments: digital storytelling is interdisciplinary; it can increase literacy education
for culturally diverse children. Both Lambert and Ohler discuss the process, ethnics,
storyboard, and the significant of digital storytelling in the classrooms. Ohler first
elaborates the relationship between storytelling and new media, to define the role
teachers play in digital learning and teaching nowadays. And then he applies
technology to education in details, explaining standards, planning, literacy, and
evaluation for teachers to assess students academic performances. Then he provides
several steps in visualizing stories. Finally he presents the process of media
production and its copyright issues. On the other hand, Lambert first reminds us of the
meaning of stories in our daily lives, and then he mentions those approaches toward
digital storytelling, such as images, audio, and video. In the end, he addresses ethical
topics in documentary and other forms of digital storytelling. Gee (2004) provides
case studies. He claims that children from the minority might not perform language
abilities worse than those from the majority, which might be different from what we
have expected. He also announces that metalevel thinking is Thinking about the
game as a system and a designed space, and not just playing within the game moment
by moment (Gee, 2004, p. 27). In addition, in Hobbs and Moores (2013) article,
they analyze videos. Videos crossing several curricula can provide students other
aspects of those subjects. For instance, videos related to the chemistry field can help

students understand the microscopic world, since textbooks might not have such a
detailed and consecutive illustrations. Their books and articles pave the way for my
term paper on Big Ideas for Little Kids: Teaching Philosophy through Picture Books
this textbook as well as documentary. They view documentary with boundless
opportunities be engaged with culturally diverse people, multiple fields and focuses.
Key Definition
I define the digital storytelling Big Ideas for Little Kids: Teaching Philosophy
through Picture Books here: it is an educational tool to promote philosophical
thinking yet expectedly enhances cultural diversity through teaching philosophy. Then
I define philosophy as critical thinking and picture books as a method to induce
critical thinking respectively. In this essay I would like to discuss about the
adjustments of a documentary from a textbook. In western academic culture,
linguistic sign systems, writing, and the essay are still the coin of the realm as
opposed to photographs, images, and sound (Hull& Katz, 2006, p.46). In my
observation, written work is always more highly evaluated than visual work, not only
in western academic culture but also in my culture. The functions of digital
storytelling is sometimes regarded as a leisure rather than an educational tool. Based
on these stereotypes of digital storytelling, I provide a case study of Big Ideas for
Little Kids: Teaching Philosophy through Picture Books and my own teaching plan for
it, to explain that documentary can possibly extend the territory of education.
As the program designers belong to authoritative and White Americans,
children and other participants that the director selected have multicultural
backgrounds. I argue that while its textbook version aims to philosophy inside of the
classroom, the documentary version of Big Ideas for Little Kids: Teaching Philosophy
through Picture Books displays the implications of teaching philosophy inside and
outside of the classroom, voices from different ethnic groups, and the cooperated
model between college and elementary school.

Methods and Background

Thomas E. Wartenberg (2014) has a great reading popularity of his book Big
Ideas for Little Kids: Teaching Philosophy through Childrens Literature. My advisor
recommended me read it in my graduate class related to teaching childrens literature,
when at first I thought picture books are simple books. The textbook is inspiring
because philosophy used to be regarded as an academic subject in college, and now it
can apply to elementary education through childrens literature in the United States
(Wartenberg, 2014, p. 9). The instructors are undergraduate students of Mount
Holyoke College, and the students are second-grader children at Martin Luther King
Charter School. According to Wartenberg (2014), a Caucasian American professor,
children are naturally philosophers (Wartenberg, 2014, p. 3-7). They frequently ask
questions on the essences of life, just like philosophers. Therefore, Wartenberg
constructs a learner-centered classroom, where children can answer those
philosophical issues with open-ended questions and explain the reasons without right
and wrong judgments from adults. The discussions on philosophy in the classroom
established by Wartenberg arouses attention inside and outside of this teaching and
learning community.
Big Ideas for Little Kids: Teaching Philosophy through Picture Books is the
new title of the documentary on television channel by WGBY in the United States in
2014. The title shifting from Big Ideas for Little Kids: Teaching Philosophy through
Childrens Literature to Big Ideas for Little Kids: Teaching Philosophy through
Picture Books demonstrates that it focuses on its method: picture books. The Emmy
award-winning director, Julie Akeret, a White American female obtaining her
bachelor degree in psychology at Columbia University, catches touching scenes of
responses to questions on philosophy from children. She also captures the exciting
interactions between undergraduate students of Mount Holyoke College and children
of Martin Luther King Jr. Charter School of Excellence in Springfield, Massachusetts.
I explain what my data are and how I did with documentary Big Ideas for
Little Kids: Teaching Philosophy through Picture Books. My data includes textbook
Big Ideas for Little Kids: Teaching Philosophy through Childrens Literature,
documentary Big Ideas for Little Kids: Teaching Philosophy through Picture Books,
and online news Mount Holyoke College 'Philosophy for Children' class to be
featured on WGBY/57 these three resources. I collected comments from

interviewees in the three references. Then, I compare and contrast the textbook and
the documentary versions by asking questions:
1. How are the textbook and the documentary structured to convey lessons on

teaching philosophy to children?

2. How are philosophy theories explained through books and through mass media?
3. How are childrens reactions represented through books?

How are children represented ethically in this documentary?

How are multiple perspectives represented through mass media?
4. Whose voices are represented in this documentary? From whose perspectives, and

how?
After collecting their comments, I analyze those data and then explain how the
producers change their contents and perspectives through data, and I observe the
adjustments in this thirty-minute documentary.
Key Findings
The textbook follows the pattern from theory to practice, while the
documentary of Big Ideas for Little Kids: Teaching Philosophy through Picture Books
intertwines theory and practice at the same time. We refer to Ohler (2013), for he
distinguishes story map and storyboard, to clarify the essence of a story. As we have
learned before, a story is composed of problem (tension), transformation, and solution
(resolution) (Ohler, 2013, p. 98), yet there are more discussions behind. This
statement is closed to the core of a story. I employ their theories in the both the
textbook and the documentary of Big Ideas for Little Kids: Teaching Philosophy
through Picture Books. In book, it is categorized by first Wartenbergs teaching
philosophy of childrens philosophy, the application of philosophy in the elementary
classroom, and then the nine picture books that facilitate the discussions of
philosophy.
Simplified Storyboard of Big Ideas for Little Kids: Teaching Philosophy

through Childrens Literature (textbook)

Event 1.

Wartenbergs teaching philosophy of

childrens philosophy

Event 2.

The application of philosophy in the

elementary classroom

Event 3.

The nine picture books

Event 4.

Implications and discussions

On the other hand, the process of this documentary is roughly from preclude, theme of
critical thinking (by college president Lynn Pasquerella), introduction of the six
picture books, application in the classroom, what parent said, what teacher said, the
theories of philosophy for children (by Wartenberg), what children said, the
connections between elementary school to college, undergraduate students
reflections, and childrens wishes.
Simplified Storyboard of Big Ideas for Little Kids: Teaching Philosophy
through Picture Books (documentary)
Event 1.

preclude

Event 2.

theme of critical thinking (by college

president Lynn Pasquerella)

Event 3.

introduction of the six picture books

Event 4.

application in the classroom

Event 5.

what parent said

Event 6.

what teacher said

Event 7.

the theories of philosophy for children

(by Wartenberg)

Event 8.

what children said

Event 9.

the connections between elementary

school to college
Event 10.

undergraduate students reflections

Event 11.

childrens wishes

The documentary of Big Ideas for Little Kids: Teaching Philosophy through Picture
Books, however, separate the coherence and cohesion of the textbook version.
Interestingly, it is the president of Mount Holyoke College Lynn Pasquerella rather
than Wartenberg illuminates the purposes of philosophy: critically thinking, and the
importance of critically thinking in our daily life. In addition, Wartenberg cites
Socrates (469-399 BCE) as a preclude that asking young people philosophical
questions has a famous precedence in his textbook Big Ideas for Little Kids: Teaching
Philosophy through Childrens Literature (Wartenberg, 2014, p. 9). However, in his
documentary Big Ideas for Little Kids: Teaching Philosophy through Picture Books,
he specifically emphasizes that they do not talk about philosophers nor theories of
philosophy to children. They just tell stories and let children think and discussion with
one another (Akeret, 2014). The structure differences disclose the assumptions for
readers and subscribers, probably the producers expect subscribers to view various
perspectives in a limited period of time, with various events in the storyboard.
According to Urban (2014), the director Julie Akeret shows her concerns
through Big Ideas for Little Kids: Teaching Philosophy through Picture Books. There
are two reasons for her to make this textbook a documentary film: First, since critical
thinking is an essential skill if life, philosophy is important to young children. Second,
Mount Holyoke College and the Martin Luther King Jr. Charter School of Excellence
are wonderful partners in education and are a win-win proposition (Urban, 2014).
When discussing about producers intention, Lambert (2013) illustrates that directors
at first have the anger to tell stories, the feeling that desperately urges them to make
stories public. The passion and emotion of storytellers determine the direction of the
whole product. It is obvious that the scenes that she captures are corresponded to
Wartenbergs idea of Learner-Centered Teaching, for we can see that when one
child is answering, other children and teachers are sitting beside listening.
In addition, teachers and children sit together. When teachers read stories, they adjust
to childrens eyesight to picturebooks. Then, when Akeret narrates the philosophy, she
did what Lambert says: Dont give away too much information all at once: Allow

your audience to enjoy the challenge (Lambert, p. 66). She entertain its audience as
well as inspire them, gradually challenging audience the ways of teaching philosophy
from viewpoints of author and president to those of undergraduate students, parents,
teachers, and children. There are always scenes with conflicting values among
children, and Akeret lets audience experience talks by children themselves. Just like
what Ohler says, conflicts not only make protagonists grow, but also let audience
reflect on their own conflicts (Ohler, 2013, p. 96). Those insightful childrens stories
with philosophical questions and participants comments presented by Akeret indeed
make us more critical and analytical in her Big Ideas for Little Kids: Teaching
Philosophy through Picture Books.
Lambert (2013) displays the ethics of documentary film and I provide an
example in Big Ideas for Little Kids: Teaching Philosophy through Picture Books.
According to Lambert, Documentarians know precisely how easy it is to either put
words in peoples mouth that are not what was intended, or edit the words in a context
that extracts contradictory meaning from what was originally intended (Lambert,
2013, p.121). And Lambert also mentions that those media professionals are trained
to be accurate and to be confidential for informants (Lambert, 2013, p.121). In this
case, if the producer intended to distort childrens ideas, he/she might have recorded
childrens voices, and then might have edited them randomly, to persuade audience
the world that he/she created. In Big Ideas for Little Kids: Teaching Philosophy
through Picture Books, Akeret authentically presents childrens voices and highlight
the moments when children express insightful thoughts.
This documentary has many exciting moments when children were recorded to
share their opinions of opened-answer questions on philosophy. While in the textbook
Wartenberg narrates childrens answers and interactions that he previously
encountered, children in the documentary are shown with opposing opinions, and how
they learn to argue, to persuade, to impress others to audience. In group discussions,
children learn to provide an example, state a position with reasons, agree or disagree
about others arguments, provide a counterexample, and present a revised claim in the
textbook (Wartenberg, 2014, p. 36). The participants of the documentary follows the
rule of group discussions mentioned in the textbook. In the discussion of Frederick
this picture book in the documentary, I was silent when an African American boy said

Since Frederick does not collect the food, it does not mean that he does not deserve
the food,

because my country, which had suffered from poverty for a long period of time, adults
like to talk about material necessities rather abstract values. They seldom think of the
issue that if something deserves or not. No adult led me to see talented people with
special professions. I find that I have lost many chances to appreciate many invaluable
human activities since I was young. Therefore, it is absolutely exciting to see young
children realize those invisible contributions of every individual. Interestingly, after a
discussion on Frederick, a Hispanic American boy says I have changed my mind! to
revise his claim in the end, and then everyone applauds to him (Akeret, 2014). Akeret
highlights the moments when the little boy was in confusion, and then the second
when he uttered: I have changed my mind!

In the discussion of The Giving Tree (1962) this picture book, a Hispanic American
girl speaks out loudly Why cant I just give a smaller part of myself? Why should I
give out everything? The questions that she raises reflect our senses for giving.

Wartenberg further says that changing previous assumptions is the spirit of philosophy
(Akeret, 2014), because studying philosophy is to find the truth. After we find that
other answers are more convincing, we can change the answers after rational
discussions, without a right or wrong judgment. Listen to what the children say and
let that move the discussion along (Wartenberg, 2014, p. 46). Wartenberg then
illuminates that through group discussions of philosophy, listening to one anothers
opinions is the core of philosophical thinking. Philosophical talk begins when each
one starts to listen to other people.
The documentary version of Big Ideas for Little Kids: Teaching Philosophy
through Picture Books also displays cultural diversity, gender equality, and social
justice from undergraduate students, teachers, and children. Even though Mount
Holyoke College is a womans college, Akeret she herself does not create stereotypes
of womens college and women. She shows broader scopes of womens education
and childrens education, rather than just emphasizes This philosophy education is
designed by Mount Holyoke College, a womens college. As an audience, I see no
differences of philosophy education conducted by this all-women college; therefore, I
am glad that there is not hunt for novelty for women and womens college in Big
Ideas for Little Kids: Teaching Philosophy through Picture Books.
Although the author, college president, and school director of this
documentary all are White Americans, Big Ideas for Little Kids: Teaching Philosophy
through Picture Books still presents voices from the minority. According to Gee
(2004), an Anglo-American Jennie can master English language very well, and the
similar story can be seen among African American children. In addition, One of the
core features of school-based and academic varieties of language is that they demand

that learners learn how to produce lots of explicit language around one focused topic
(Gee, 2004, p. 28). We can employ Gees one focused topic to philosophy here.
From Hull and Katz (2006), they provide two case studies on a child and a young
adult, displaying that a students academic competence is not accordant to his/her
academic performance. Minority children can perform well when the topics are
culturally relevant to them.Here Wartenberg has mentions that the majority of student
body in Martin Luther King Charter School of Excellence in Springfield,
Massachusetts are Hispanic American children and African American children, who
have difficult family backgrounds. However, after a few week of philosophical
discussions, they can articulate their arguments and their opinions in the classroom
(Akeret, 2014). In addition, I see that the director tries to balance voices from
different ethnic groups from an outsiders (White Americans) perspective, for there is
a Chinese and an Islamic undergraduate students participating in philosophical
discussions, and there are African American teachers and an Islamic parent expressing
their ideas for implementing philosophy in the classroom in this documentary.
The teacher and the parent further recognize the benefits of philosophy outside of the
classroom. They say that nowadays children do not know how to talk and to interact
with one another, so tragedy such as bullying happens. They observe that children
also use their methods learned in philosophical discussions in playground. When
children cannot find an agreement, they start to listen to what other children say
(Akeret, 2014), which is expected by Wartenberg, for he believes that listening to one
anothers opinions is the core of philosophical thinking. During an interview, Akeret
takes scene of the African American teacher in front of the playground, implying
authentic experiences happening in the playground for the audience. The invisible
assets of philosophy, such as stop bullying, are therefore disclosed by the teacher and
the parent, not by Wartenberg, in this documentary. It is persuasive that the teachers
and parents substantiate those theories and practice in the curriculum prepared by
Wartenberg. In the end, undergraduate students also hope that children in the future
can know how to find their resources rather than repeat others answers and to apply
their philosophical thinking in their daily life, which is echoed to college president
Lynn Pasquerella and Wartenbergs expectations: critical thinking. Then, after visiting
laboratory and museum at Mount Holyoke College, those Hispanic American and
African American minority children said they cant wait to college! Thus, we see
that this innovative cooperation between college and elementary school motives

students of lower class family to learn and to think. Interestingly, the documentary
expresses many core values not from the authoritative (author, college president,
school director), but by those who actually engage in the philosophical talks.
Furthermore, Wartenberg contends that philosophy evokes a universal experience
crossing races, gender, and social class: It's amazing when a child tells you, for
example, that she thought she was the only person who worried that the world might
just be her dream, but now she realizes that that is really a philosophical issue (Urban,
2014). To conclude, Akeret vividly and authentically employs culturally diverse
perspectives in interdisciplinary education in Big Ideas for Little Kids: Teaching
Philosophy through Picture Books.
Conclusion
We can see that the documentary version of Big Ideas for Little Kids:
Teaching Philosophy through Picture Books crosses through the fields of philosophy,
childrens literature, and mass media, with the help from culturally diverse
participants. Teaching philosophy experiences two revolutions: Philosophy is not only
teachable through paper-based instruction, but also through mass media. Culturally
diverse teachers, parents, and participants through mass media who are concerned
about childrens education might find their previous assumptions for philosophy and
are challenged, because philosophical thinking helps them to deal with issues in their
daily life. Inside of the classroom, children learn to think critically; outside of the
classroom, philosophy prevent children from bullying one another in the playground.
We also see that philosophical discussions designed by college unexpectedly
encourage minority children to pursue higher education in the future. Through
philosophy teaching via documentary, the distances between teachers and children
reduce, and conversations between White Americans intellectuals and minority
increase.
Future Directions/ Lessons Learned
I would like to connect Big Ideas for Little Kids: Teaching Philosophy through
Picture Books to digital storytelling in my classroom. Since there are nine picture
books under the discussions of philosophy in the Big Ideas for Little Kids: Teaching
Philosophy through Childrens Literature and six in its documentary, I would like to
take The Giving Tree as an example. Wartenberg in textbook mentions that there is a

metaphor of a child-mother relation to a boy-tree relation, and in the documentary he

also says that some feminists criticize that tree as a female gives all herself to the boy,
but then he uses The Giving Tree as a tool to induce the discussions on environmental
philosophy (Akeret, 2014). In this education practice I also use The Giving Tree,
focusing on environmental philosophy, with several activities on how children share
their philosophical thinking through digital storytelling.
There are some approaches to induce children to the discussions on environmental
philosophy from The Giving Tree. First we read the picture book The Giving Tree or
watch the video of it online. We can ask children questions such as: What is the theme
of The Giving Tree? How do you interpret the tale? Then we can ask children if we
can just simply focus on the boy-tree relation: Do they have any idea to employ this
relation to human-nature relation? As what Wartenberg has provided in the textbook,
there are three stages that cause different effects on the tree: respect, destruction, less
invasion (Wartenberg, 2014, p. 109-15). Children can explain what the boy has
behaved in these three stages and whether they agree his behavior or not, and if they
were him: What and how would they ask for the tree?
Then teachers take students from the classroom to the closest park around the
school, taking photos of trees to discover the real human-tree relation. Teachers first
check out ten to twenty cameras or iPhone from the elementary school. Then teachers
take students to the closest park nearby. And then teachers ask students to take photos
of different kinds of trees, based on the three stages in The Giving Tree: respect,
destruction, less invasion. After the excursion, students display the scenes that they
have seen, show their photos to all classmates, and then make an imaginary story
related to human-tree relation. The teachers help students to put those photos into
iMovie or Moviemaker. Finally, students share their story of human-tree relation with
three phase (respect, destruction, less invasion) through digital storytelling.
Through Big Ideas for Little Kids: Teaching Philosophy through Picture Books, I
see that the significance of education is to prepare children/adolescents versatile
abilities. Philosophy this old discipline can be applied in our daily life in the new
generation. In addition, I hope that children/adolescents can also use technology this
new field to understand self and otherness, which is one of the most important skills
for survival. Media composition projects offer this same type of practical real-world
activity that promotes sustains intellectual curiosity, collaboration, social

responsibility (Hobbs & Moore, 2013, p. 90). I would recommend teachers and
parents be well-prepared in teaching children philosophy and digital storytelling,
because children are talented in interrogating. If children ask tough questions,
teachers and parents can delay their answer until the following day or week. For me, it
is not necessary to be afraid of teaching philosophy and digital storytelling, for The
only use of a knowledge of the past is to equip us for the present (Hobbs & Moore,
2013, p. 90). After all, to listen, to challenge, and to revise are the core in Big Ideas
for Little Kids: Teaching Philosophy through Picture Books, and also the theme of
education.

References:
Gee, J. P. (2004). Chapter 3: Language and Identity at Home. Situated Language and
Learning: A critique of traditional schooling. New York: Routledge.
Lambert, J. (2013). Digital storytelling: capturing lives, creating community. New
York: Routledge.
Ohler, J. (2013). Digital storytelling in the classroom: New media pathways to
literacy, learning, and creativity. Thousand Oaks, CA: Corwin.
Pahl, K. & Rowsell, J. (2010). Artifacts, talk and listening. Artifactual literacies:
Every object tells a story. New York: Teachers College Press.

WGBY. (2014). Big Ideas for Little Kids: Teaching Philosophy through Picture
Books. Retrieved November 9, 2014, from
http://video.wgby.org/video/2365360694/
Urban, C. (2014). Mount Holyoke College 'Philosophy for Children' class to be
featured on WGBY/57. Retrieved November 9, 2014, from
http://www.masslive.com/living/index.ssf/2014/10/mount_holyoke_college_philosop
hy_for_children_class_to_be_featured_on_public_television.html