The Polar Express

Summary

The Polar Express tells the story of a boy standing at the edge of belief. On Christmas Eve, after hearing that Santa might not be real, he lies awake listening for something—anything—that might help him decide what to think. Instead of sleigh bells, a train arrives outside his house: the Polar Express, filled with children heading to the North Pole. He climbs aboard and experiences a night full of wonder, uncertainty, and possibility. At the North Pole, Santa selects him to receive the first gift of Christmas, and the boy chooses a simple silver bell from Santa’s sleigh. The bell produces a beautiful sound, but only for those who believe. When he loses it on his way home, he assumes the gift is gone forever—until it appears under the tree the next morning. As years pass, the boy notices that most people around him eventually stop hearing the bell, but he never does.

The story invites readers into a world where imagination and reality blend, where seeing is not the only path to knowing, and where belief is something children and adults approach differently. Its ambiguity invites reflection rather than offering answers, making it an ideal story for philosophical inquiry with young learners.

Read Aloud (YouTube) →

Guidelines for Discussion

The Polar Express provides a rich opportunity to explore the nature of belief and the many ways we come to know—or question—what is real. The central tension of the story is not whether Santa exists, but how the boy grapples with doubt and wonder. Teachers can invite students to consider what it feels like to believe something without clear evidence and whether belief always requires proof. This connects to a core theme in Philosophy for Children: helping students examine the reasons behind their thinking and to recognize that uncertainty can be a productive space for inquiry.

The story also raises questions about perception and perspective. Only some characters can hear the bell, which encourages children to consider how people can experience the world differently without one of them being “wrong.” This is a gentle entry point into discussions about how our senses, background beliefs, or expectations shape what we notice. It aligns well with the Community of Philosophical Inquiry model, where diverse viewpoints become resources for deeper understanding.

Growing up is another key theme. The narrator explains that, over time, many people—including those closest to him—lose the ability to hear the bell. Students can reflect on what changes as people get older, why imagination may fade for some but not others, and whether maturity always requires giving up certain forms of wonder or openness. These reflections help children recognize developmental changes without assuming that childhood insight is somehow inferior.

Finally, the book allows for a conversation about stories and meaning across cultural and family backgrounds. Rather than treating Santa as a literal figure, the story can be framed as an exploration of how symbols, traditions, and imagination shape the ways people find meaning. This helps keep the discussion inclusive while still preserving the philosophical richness of the boy’s journey. In this sense, The Polar Express becomes not just a holiday story, but a meditation on belief, perception, and the enduring human desire to hold onto wonder.

Discussion Questions

Belief and Doubt

1. Why do you think the boy begins the story unsure about Santa?
2. Can we believe something even if we can’t prove it?
3. How do we decide what to believe when different people disagree?

Reality and Imagination

1. How can we tell what in the story is real and what might be imagined?
2. Do you think the train actually arrived at the boy’s house? Why or why not?
3. Can imagination help us understand things that facts alone cannot?

Perception and Perspective

1. Why can only some people hear the silver bell?
2. Does hearing the bell tell us something about Santa—or about the listener?
3. Can two people have different experiences of the same thing and both be right?

Growing Up and Wonder

1. Why do most people stop hearing the bell as they get older?
2. Do you think growing up means losing a sense of magic or possibility?
3. What might it mean that the narrator “still hears” the bell?

Suggested Activity: The Sound of Belief

This activity helps students explore perception, imagination, and the story’s theme that different people may experience the same thing in different ways. Begin by gathering students in a circle where everyone can see and hear one another. Explain that you will ring a small bell, chime, or other gentle sound-making object and that their task is simply to listen closely. Before ringing the bell, encourage students to focus their attention: they might close their eyes, sit quietly, or simply take a breath to prepare. This helps set a reflective tone and signals that they are about to engage in a special kind of listening.

When you ring the bell, allow a few moments of silence afterward so students can hold on to whatever impressions arise. Then, invite them—one at a time—to describe the sound in their own words. Encourage a wide range of responses. Students might comment on what the sound reminds them of, how it makes them feel, what picture it brings to mind, or even whether the sound seems magical or ordinary. Teachers can model the kind of open, imaginative description they hope to hear by offering their own observation first. As students share, emphasize that there are no “right” or “wrong” descriptions; the goal is to notice how many different interpretations can come from a single sound.

After everyone has had a turn, guide the group in reflecting on what they heard from their classmates. You might point out patterns—perhaps many students associated the sound with calmness—or highlight surprising differences in interpretation. Use these observations to open a brief philosophical conversation: How can one sound create so many ideas? Does everyone hear the same thing? What makes our experiences unique? These questions help students connect the activity to the story’s theme that the silver bell is heard differently depending on the listener.

Next, transition to a creative reflection. Invite each student to draw or write about something they “still hear,” “still believe in,” or “still wonder about.” Encourage a broad understanding of belief and wonder so that all students can participate comfortably, regardless of cultural or family traditions. Students might reflect on a hope they carry, a memory that feels vivid, or a part of their imagination they treasure. Give ample time for this creative work; the goal is not artistic perfection but thoughtful reflection.

When students finish, offer an opportunity—never a requirement—for sharing. Those who choose to share can explain their drawing or describe the belief or wonder they wrote about. Teachers can help students listen respectfully to each other’s stories and notice the wide range of things that inspire belief or imagination.

To close, connect the entire activity back to The Polar Express. You might say: “In the story, the silver bell sounds beautiful to those who can hear it. Today we explored how each of us hears and imagines differently. What might the bell stand for in our own lives? Why do you think some people stop hearing it? What helps you keep hearing your own bell?” This final reflection helps students see how their personal experiences mirror the themes of the book and reinforces that wonder, curiosity, and belief can continue to shape their understanding of the world.