Elizabeth Smith says she “creates curriculum and plays games – in an incredible learning environment – inspired and blessed daily by the most amazing children.” She works with children ages five to twelve, through the US Navy’s Child and Youth Program (CYP).

Elizabeth is a sculptor, illustrator, and has worked as an International Baccalaureate (IB) middle school teacher, teaching the subjects of art, reading, and approaches to learning. During her first-year teaching, she created an Art History/Art Program for 760 students (Grades K-5). She has an M.Ed. in Cross Cultural Teaching, holds a Professional Clear Multiple Subject Teaching Credential and a Supplementary Authorization in Art. For fun, she writes and illustrates children’s books.

Elizabeth also graduated from San Diego State University where she earned a BA in Art/Applied Design, with an emphasis on metalwork and jewelry design. She trained under artists Arline Fisch and Helen Shirk. She currently resides in California and is “the proud mother of a true artist.”

How did you become interested in Stoic philosophy?

I was introduced to philosophy through Marcus Aurelius’ Meditations. As an art major, one of my favorite courses was on Ancient Roman Art History. I found the subject exciting, eccentric, and entertaining. I later found myself intrigued – and equally entertained – by Epictetus and Seneca. Stoicism touches my heart and calms my mind – it serves as an owner’s manual for operating one’s brain, and a light for finding one’s humanity.  

I am extremely interested in Stoicism. I am especially interested in the profound and unexpected way Stoicism has influenced the children I teach. I am interested in the impact Stoicism – if introduced to children at an early age – could potentially play in the positive development of humanity. 

To answer your question, I became interested in philosophy while playing on the playground.

What is the most important idea that you promote through your work?

Young children benefit from learning about and practicing Stoicism in social settings. Children learn through play. I believe by introducing children to Stoicism at an early age – through play and recreation – we will find our children’s behavior positively shaped, and their character exude wisdom, justice, courage, and temperance.  

I work for the federal government serving military dependents, ages five to twelve. This summer, I created and implemented the nine-week camp program, Summer with the Stoics. As with much of our programing, this program was youth inspired. 

When I started teaching Stoicism to the youth, it was by accident. 

I find it important for the youth to see their teachers (adults in general) reading for enjoyment and recreation. Modeling my own enjoyment, I was reading Marcus Aurelius’ Meditations, Epictetus’ Discourses, and Donald Robertson’s book, How to Think Like a Roman Emperor. As the children and I would sit outside, leisurely reading, they began to ask me questions about the books I read. When I told them about Marcus Aurelius they were instantly hooked. Fascinated by the ideas the books contained, some children would ask if they could take my books home to keep – despite their inability to read. I began to act out scenes from the books for the children. The children joined in – they were beyond intrigued.   

One day at snack time, two boys were debating over an issue and unable to come to an agreement, when a third student {called X, age 7) looked towards my direction and asked, “What would Marcus Aurelius do?” I could not contain my surprise and replied, “He would probably bake you a plate of warm cookies because you just melted your teacher’s heart.” His smile was priceless, as was this inspiration. The children were giving me so many inspirational moments, due to their interest in the Stoics, I began creating games. 

I had to create the games, activities, and program. The type of Stoicism program I was looking for did not exist. Not finding anything online, and looking for guidance, I contacted two of my favorite philosophers, Donald Robertson and Massimo Pigliucci. Each confirmed that Stoicism resources for children were limited. Still determined, I began looking for something exciting, eccentric, and entertaining. 

I found what I was looking for out on the playground. 

Children learn through play, as well as meaningful social interactions with peers and adults. They are social beings searching for wisdom and are naturally at one with nature. Children are open minded, enthusiastic, and receptive. Our program’s youth have taken to Stoicism not just because they love a good game of Zeno Tag, enjoy having philosophical conversations, or are excited about the Marcus Aurelius Fan Club’s Friday raffle…They have taken to Stoicism because it is useful for navigating life on the playground. 

The practice of Stoicism enhances resiliency and develops strength of character. Through the philosophy of Stoicism, the children have learned to observe their playground problems from a different view – the view from above (one of their favorite practices). They ease the pain of an injury by noting that it is only a small part of their body that is hurt – not their whole body.  In the morning, some youth find the courage to face their day by practicing Marcus Aurelius’ morning ritual… preparing themselves for the types of people they may encounter on the playground. Some children, during a fierce game of dodge ball, find it helpful to utilize the same anger management strategies as their favorite Roman emperor. 

Through daily practice, analyzing social situations, and humorous interactive games, such as – The Dichotomy of Control – with YOUR Host Epictetus, our youth have developed an amazing grasp for what is inside and outside of their control.

To introduce the dichotomy of control, I walked around the playground with several thumbs up/thumbs down paddles. As I came upon children experiencing some type of conflict, I would point out what was inside of our control and what was outside of our control. A common frustration for many, “They don’t want to play with me!”

While addressing this concern, I immediately take out a thumbs up/thumbs down paddle and say, “Welcome to your favorite gameshow The Dichotomy of Control – with YOUR Host Epictetus – guest staring Rosey Rose (age 6)” At this point, upon hearing the intro, many children approached to join the game. I gave all the children paddles. “Rosey Rose’s friend does not what to play with her. Is that inside or outside of Rosey Rose’s control?”

Many children, including Rosey Rose, flipped their paddle to the thumbs down.  “That’s right, boys and girls. What people think about us, their opinions, what they say about us…IF they want to play with us – is OUTSIDE of our control. And because it is outside of our control, we are not going to spend a lot of time and energy worrying about it – WE are going to focus on what is INSIDE of our control.”

At this point of the game the children start offering suggestions, while using the thumbs upside of the paddle, “Yes! Looking for other friends to play with is INSIDE of Rosey Rose’s control.” 

We have a second version of the game where we call a guest up to the front of the group to act out a scenario. “Welcome, Glitter Sparkle (I have let the children choose their own fake names for my writing purposes) I am so glad you have joined me on this trip to Disneyland. What ride shall we go on first?” At this point, I asked the audience, and Glitter Sparkle, if this decision is inside or outside of her control. The children answered by using the paddles. We continued our journey encountering long lines and ride closures. As a group we explore what is inside and outside of our control in the Magic Kingdom. 

The children love these games. The games have eased their perceptions regarding disappointment, intense social situations, and future expectations. As they navigate the playground, practicing an awareness for Stoicism, the dichotomy of control has empowered the children to focus their attention on their choices and actions rather than their feelings of disappointment. 

The children now use this thought process effortlessly. A fellow teacher reported to me that Bismarck (the 7-year-old boy – not the German battleship) had approached her asking to join her cookie project. The teacher had to tell Bismarck that the activity had just finished. She did not expect Bismarck to take the news well, as he loves cookies.  Instead, Bismarck replied, “Ok. That’s outside of my control.” Calm as could be Bismarck set sail to find another activity. 

Another little girl, Jennanana (age 6), hurt her finger in the Marcus Moments raffle prize box, “Ooooutside my control. It’s ok it’s just my finger that hurts not my whole body.”  I have had other children report their injures in this way as well.  Very interesting.    

Summer with the Stoics was an eye-opening experience. I learned through our many philosophical discussions, and games, that children crave philosophy – specifically Stoicism. Despite their young age, children can contribute to the field of philosophy through their philosophical insights, energy, and unique observations. This summer I witnessed children as young as six years old practicing Stoicism with more recall, flow, consistency, and enthusiasm than most adults. I see them for the children they are – but I also see them for the adults they will soon become. I would like for those future adults to have had an upbringing in Stoicism. Not just for the quality of their own lives – but for the sake of humanity. 

Military youth (dependents) often grow up to serve in the military. I see a certain percentage of my children as potential military officers, politicians, world leaders, and policy makers. Mick Mulroy (Senior Fellow for the Middle East Institute, ABC News National Security Analyst, and a co-founder of the Lobo Institute) and Donald Roberson have spoken – as well as written – extensively on the importance of teaching Stoicism and its place in the U.S. military. They write, “The U.S. military must inject this concept of wisdom, and flexible thinking, at the earliest possible stage.” I absolutely agree, and the earliest possible stage is childhood not bootcamp. Children are flexible. Their brains are built for Stoicism. Marcus Aurelius was proof.

What do you think is the best piece of practical advice we could give to our children to help them through the rest of life?

Practice the four virtues while embracing the dichotomy of control. 

Through games and storytelling this advice is well received by the youth in our program. The four virtues serve as our center’s rules and are reinforced by our Marcus Moments incentive program.

A Marcus Moment is much more than a raffle ticket. It is a moment for self-reflection, appreciation, and pride. With every ticket given we explain to the receiving youth that Marcus Aurelius had many moments in life, as they do, where he practiced -or had to call upon – the four virtues (wisdom, justice, courage, and temperance). Each ticket lists the four virtues. There is space provided on the ticket to write the child’s name, brief description of child’s action/situation, circle the virtue(s), and for the giver to sign their name. The Marcus Aurelius Fan Club (which was started by a child while I was on a lunch break) holds a weekly Friday Marcus Moment Raffle. For each ticket drawn, we read the virtue(s) and description out loud to the group prior to announcing the winner’s name. We post the Marcus Moments on the wall as they are earned. Throughout the week – the wall gets fuller – children love looking at the Marcus Moments on the wall.   

We use Marcus Moments not only to celebrate desirable actions, but for redirection. Two children might be having a disagreement, “Wow, it looks like you both are having a Marcus Moment.” At this point the children are made aware that the moment they are experiencing – regardless of the perceived difficulty – can be addressed through their actions/the four virtues. We have had such success with this form of redirection. Some children need only to hear a virtue gently mentioned and they immediately pause to self-reflect. French Toast (age 8) responds well to the word temperance. This word serves as a subtle reminder for French Toast to be mindful with his friends when Lego domination starts to occur in the building area. 

Youth often come up to tell me, “I had a Marcus Moment just now…” and not just because they would like a raffle ticket but because they wish to discuss the details of their moment. Other children have pointed out Marcus Moments occurring in movies we’ve watched, and the books we’ve read. The children love looking for Marcus Moments. With that said, the children give Marcus Moment tickets to their friends and teachers. 

A “practical advice for life” art project the children really enjoyed was an art installation we created as a group, Epictetus Dichotomy of Control Ice Cream Sundae Party.  Working with three children at a time, each child made a fake ice cream sundae. I stared off by giving each youth a clear plastic dessert cup. “This cup is your life. I know it is your life because I just wrote your name on the bottom with a Sharpie. In life you have control over your wishes, hopes, and desires – the syrup.”

The youth were encouraged to use the chocolate and strawberry syrups (acrylic paints) to coat the inside of their cups. They would ask me how and I would reply, “Anyway you would like. These are your hopes and dreams… it’s in your control.” Right as they were just getting going, I would interrupt their process and fill their cups with white caulking foam spray. “Your life will be filled with things outside of your control. That’s the ice cream. Maybe you don’t like vanilla. Maybe you were hoping for chocolate. This is outside of your control.”

The children began talking about their favorite flavors of ice cream. A few children said vanilla ice cream was their favorite. I congratulated them, “That’s wonderful. Sometimes things that are outside of our control turn out to be exactly what we wanted.” Others did not like vanilla ice cream. I pointed out to them, “The ice cream is outside of your control – so we will not be spending time worrying about what is outside of our control. What is inside of your control?” The youth then made the connection, seeing assorted glitter bottles and beads. They replied, “The toppings!” I commended them, “Yes. Those are your choices, your actions… the four virtues.” 

After they were finished with their toppings, I presented the youth with plastic spoons, “This spoon is your philosophy, without it life could get messy. You will want to make sure to put your philosophy deep into your life.” The children carefully placed their spoons deep into their sundaes. Daboss (age 9), asked that she receive three spoons because she wanted a lot of philosophy. I gave them all fake plastic cherries to place on top, telling them the thing you value most in life is the cherry – it goes on top. Many of the children said the cherry was their family, a talent, or a hope. 

Their sundaes were still changing and expanding because of the foam. They were surprised to see their sundaes were looking so different from what they expected. I assured them that this was nature – everything changes. I asked them, “What happens to ice cream?”

“It melts,” they replied. “Yep, that’s the nature of ice cream. That’s what it does. What should you do with ice cream?”

They all knew what to do with the ice cream, “Eat it up!”

“Yes. Just like life. Enjoy it. Eat it up.”, I advised.  I then added a twist, “What if you want the ice cream to last longer – what could you do?” They suggested that the ice cream be put in the freezer.  I told them that was an excellent idea, “That is inside of your control. You can take good care of yourself, make good choices…Make your life last longer. You can try. Trying is inside of your control. Good idea. But what happens if the freezer gets unplugged or the electricity goes out?”

The children thought this was funny. “The ice cream melts.”

“Just like life.” many added; that it was outside of our control and that’s ok.  

The ice cream sundaes were displayed on a large birthday party looking table. Red plates were set with Epictetus and Marcus Aurelius quotes written on them, as well as the philosophical description of our sundaes. Photos of the children with messy whipped cream faces were placed next to their sundaes. The table had balloons and bright colored party hats. The children had fun showing their parents the Epictetus art installation at our art gala.  

We have been following your progress over the summer, the work you are doing is inspirational. Now that Summer with the Stoics has ended, and the school year is upon us what are your plans?

Thank you, I appreciate your interest.

Next up – School Year with the Stoics, of course. I am also working on creating Stoicism curriculum in the hopes that we can have our curriculum implemented throughout Navy CYP. That would be a dream come true. I am working with Donald Robertson, with the goal of providing the high standard of trainings required to bring our Navy CYP professionals onboard. Donald Robertson’s contributions to the fields of philosophy, cognitive behavioral therapy, as well as his work with the military (Stoicism – resiliency trainings) make him the best choice for bringing this goal forward. 

When I consider 45,000 youth are served by my place of employment… I see an exceptional opportunity to bring the benefits of Stoicism to a diverse population of people – our children, families (service men and women), and childcare professionals.  Stoicism is admirable in the eyes of the right, as well as the eyes of the left. Stoicism does not offend the religious nor insult the agnostic. Stoicism is more than a philosophy or a way of life. It is common ground. In this world, we need common ground.  

In the fields of education and youth programing, the recent spotlight has been on STEM. The fields of science, technology, engineering, and mathematics have actively increased their outreach efforts in the desire to attract children to these fields. Universities, tech companies, and STEM related professionals are addressing a widespread future concern for establishing a workforce, highly proficient and dominant, in the STEM fields. The countries with such workforces will secure relevance. It’s like the space race but with children. 

With technology and science progressing at an exponential rate it is crucial we use Stoicism to develop our children’s minds so as they can ethically handle complex responsibilities and navigate a future world of rapid change. They will need resiliency… The four virtues are essential. Now is the time for the field of philosophy to follow the lead of the STEM fields and seriously focus on youth outreach.  

Do you have a favorite philosophy quote?

It is not because things are difficult that we do not dare, it is because we do not dare that things are difficult.

Seneca

What advice would you give someone who wanted to learn more about the work you are doing?

Put down the philosophy books and play. Take what you have learned throughout your study of Stoicism and creatively apply to all recreational opportunities that you may encounter. 

To learn more about my work – games and activities – I am in the process of writing, Zeno Tag: A Stoic’s Guide to the Playground.

Suppose you were able to give a talk or workshop at the original location of Plato’s Academy, how would you feel about that?

Beyond thrilled. Without a doubt it would be a privilege and an honor.  What an amazing and beautiful space to contemplate humanity and engage in a fierce game of Zeno Tag. So many wonderful people discussing incredible ideas, while wearing running shoes…or barefoot.  How fun.