what we almost said

on the lost conversations in the digital era

Authors

DOI:

https://doi.org/10.12957/childphilo.2025.92020

Keywords:

hineni, digital childhood, shared solitude, ethical responsibility, lévinas

Abstract

This normative philosophical essay reflects on the silent call of the child to be seen—a call often left unanswered in the quiet drift of digital life in relatively affluent societies. It combines narrative fragments. Drawing on the Hebrew word hineni—“Here I am”—and the philosophy of Emmanuel Lévinas, situated within the tradition of philosophy for children (P4C), this work explores how children today inhabit a what I call shared solitude: physically close, yet unseen, surrounded yet untouched by real presence. Through narrative fragments and ethical reflection, the essay explores how belonging can begin with a glance, a gesture, or a moment of attunement that whispers, 'I see you.' Without offering solutions, it remains with hesitation and ambiguity, and asks whether we are still able to look up with openness and care. Matthew Lipman describes the child’s philosophical longing as a quiet desire not only for answers, but for dialogue, recognition, and shared meaning. David Kennedy’s notion of dwelling with the child deepens this stance, suggesting that to stay near in moments of uncertainty may itself be a form of ethical response. Rather than diagnosing or prescribing, the essay lingers in the space between presence and absence. It invites reflection on how children and adults might meet—sometimes almost, sometimes imperfectly, but perhaps still meaningfully, in ways that remain fragile and true.

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Author Biography

gila hammer furnes, NLA University College

Gila Hammer Furnes is an associate professor at NLA University College in Norway. With a background in education and pedagogy, she has led and taught courses on leadership in development processes, communication, Bildung for students and teachers, teacher professional development, and digital literacy. Her teaching is grounded in adult learning theory, emphasizing critical thinking and reflexive practice—particularly in how leadership influences learning and change.

Since 2018, Furnes has delivered school and pre-school development initiatives in partnership with the Barnevakten Foundation. Her lectures—tailored for educators, school leaders, health professionals, child protection services, students, and parents—focus on children's media use and promoting digital literacy in educational settings. She also contributes to the ongoing development of these educational modules.

At NLA, she leads the research group Children with High and Extraordinary Learning Potential, and has published work on the learning conditions of this student population. Her research and practice center on how leadership training can enhance the professional growth of both educators and leaders.

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Published

2025-11-30

Issue

Vol. 21 (2025)

Section

articles

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