Have each person write down on a piece of paper: Once everyone has their statements, then have them pair up to talk about their claims, and why they put them in the category they did. This should get them started on a conversation about the difference between belief and knowledge. Then have the group come … Belief and Knowledge
Part 1: Present the following challenge to students: Think of something (e.g., objects, places, people) that you think is truly beautiful, but that at the same time you think others might not notice and/or consider as beautiful. What do you think it is that makes it beautiful? Take a couple minutes of quiet time for … What is Beauty?
A Visually Guided Discussion Notes for teachers/facilitators: The years students spend in the classroom are some of the most meaningful for their self-awareness, identity developments, and opportunities for intellectual growth. This lesson provides a fun and tactile way for students to think about the concept of time: What is time? What is the tie between … Time & Identity
A NOTE FOR TEACHERS: I’m interested in helping young people think skeptically and philosophically about concepts like knowledge, belief, evidence, fact, and theory. I developed the Vinland Map exercise for this purpose for older students and then wrote Noises in the Night as a way of starting similar conversations with younger age groups. The Lesson: … Noises in the Night
Many students, even those who are quite young, are aware of the rapid pace at which technology and artificial intelligence (AI) are developing. This lesson entails an exploration of what the world might look like if all human jobs become automated, or done by robots. Are there jobs that humans can do that a robot … Robots at Work
The full lesson plan is available as a PDF in the Lesson Attachment area above. Our whole education is organized around “buckets” of knowledge: “2+2 = 4” (math bucket); “Hydrogen is an element but water isn’t” (chemistry bucket); “Abraham Lincoln was born in 1809” (history bucket). But philosophy (and especially epistemology, the study of knowledge) … What is Knowledge?
This exercise can lead to discussion in nearly all areas of philosophy, depending on what the students are wondering about. Have students answer the prompt: “I am wondering, what’s the point of _______?” with as many responses as they can think of. Make a list of their answers and then vote for which ones the … What’s the Point?
Many 4th, 5th, and 6th graders have read the book Wonder by R.J. Palacio and will be familiar with Mr. Browne’s monthly precepts. These are inspirational sayings the teacher, Mr. Browne, puts on his board monthly for his students. For example, the precept for September is “When given a choice between being right or being … Mr. Browne’s Precepts
Using whatever piece of fruit you have available, ask if that fruit is dessert. With this simple prompt, a rich discussion about the nature of dessert will develop. Is anything you eat after a meal dessert? Is it dessert if you ate it without eating a meal first? Does something need to be done to … Is it Dessert?
Philosophers question what others take for granted. Asking young people whether they know they have hands (or feet, eyes, or ears) can be a wonderful way to have fun while practicing careful thinking. Start by asking “Do you know you have hands?” If the child responds, “Of course I know I have hands!” you can … Do You Know You Have Hands?