This article follows a story played out by children at a Sámi early childhood centre in north Sweden. It does so by reflecting on the children’s story as a form of Critical Indigenous Philosophy. In particular it explores what it could mean for a child to be a philosopher in a Sámi context by developing the concept of jurddavázzi, or thought herder, in conversation with Wittgenstein’s method of ‘leading’, and Cavell’s of ‘shepherding’, ‘words back from their metaphysical to their everyday use’. The children’s play story – involving themes of death, struggles with natural surroundings, and interconnectivity through seeing life in nature – is read in relation to questions about traditional stories raised in the poetry of the Sámi poet, artist and philosopher, Nils-Aslak Valkeapää, or Áillohaš. The article ends by discussing how the children’s invitation to follow their story can be seen as a decolonizing pedagogical gesture of the child that requires a particular kind of philosophical listening by the teacher or adult. The article is in its style an attempt to demonstrate a form of philosophical storytelling the children are engaged in.

这篇文章讲述了瑞典北部萨米幼儿中心的孩子们讲述的故事。它通过将儿童的故事作为一种批判的土著哲学形式进行反思来做到这一点。特别是，它通过发展jurddavázzi的概念，探索了在萨米语境中孩子成为哲学家意味着什么或思想牧民，在与维特根斯坦的“领导”方法和卡维尔的“牧养”方法的对话中，“话语从形而上学回到日常使用”。儿童游戏故事——涉及死亡、与自然环境的斗争以及通过观察自然中的生命而相互联系——的阅读与萨米诗人、艺术家和哲学家 Nils-Aslak Valkeapää 的诗歌中提出的关于传统故事的问题有关，或阿洛哈斯。文章最后讨论了如何邀请孩子们跟随他们的故事被视为孩子的非殖民化教学姿态，需要老师或成人进行一种特殊的哲学聆听。这篇文章的风格试图展示孩子们参与的一种哲学讲故事的形式。