This multi-use interactive philosophy lesson explores philosophical and ethical issues relating to space, space exploration and alien life. This session is ideal for teachers who want to explore philosophy in science lessons with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to space and space exploration so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: Cosmology: the nature and potential origins of space and the universe Ethical issues such as: The rights of native species when colonising planets Terraforming Artificial panspermia The development of space-based weaponry Extra-terrestrial life One of the main philosophical debates explored by this instructional resource concerns ‘the fabric of space’: the debate between ‘Substantivalism’ (the view that space exists in addition to any material bodies situated within it) and the contrasting view ‘Relationalism’ which claims that there is no such thing as space; there are just material bodies, spatially related to one another. According to the relationalist view, what we call ‘space’ is literally just the empty nothingness between things that actually exist (atoms, planets, etc.). The big question asked in this session is “Is colonising other planets actually a good idea?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and moral questions such as: What is ‘space’ made of? (if anything) In what ways might aliens be different to us in terms of how they communicate, think and feel? If you reached the edge of space (the edge of the universe) and threw a rock over the edge: what would happen? To what extent is it a good idea for large corporations to lead humanity when it comes to space exploration? How would the discovery of alien life impact humanity? Students will also analyse and evaluate an eclectic mix of philosophical claims such as: “If aliens exist, they’ll probably be hostile and unfriendly” “The Universe had a beginning, and it will have an end” “It’s more important to focus on fixing the environmental issues on our planet than exploring space” and “Unless we colonise other planets it is only a matter of time before humanity goes extinct” This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group.

This fun philosophy lesson is focused on ‘bioethics’ and explores moral and ethical issues relating to biomedical research, new biomedical technologies, and the field of practical medicine. This philosophy session is of particular interest to Biology Teachers and is designed with the biology classroom in mind; since it explores moral issues in depth, the resource can also contribute to your schools SMSC remit. This session explores topics such as: Ethical vs unethical biomedical research Animal experimentation New biotechnologies such as cloning and genetic engineering Moral dilemmas faced by medical professionals Euthanasia Whilst the session explores some reproductive technologies and their implications (such as the ability for parents to choose the sex of their child), it does not refer to the abortion debate. We felt that this particular topic was not suitable for younger learners and was far too important, controversial and nuanced to be covered in a ‘Fun Philosophy Lesson’! The big question asked in this session is “What are the biggest ethical issues raised by upcoming biotechnologies?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What is the difference between an ethical scientific experiment and an unethical one? To what extent should all people have the right to refuse medical treatment? To what extent is it moral and desirable to improve the human species using biomedical technologies such as genetic engineering? Why might some people feel that the widespread use of cosmetic surgery is morally problematic? and To what extent is ‘Jurassic Park’ a morally problematic idea? This session uses our unique format for philosophy teaching resources and features an integrated menu that allows teachers to select from a variety of starter, main, plenary, assessment and end-of-lesson reflection activities. With a massive selection of activities designed to trigger philosophical discussions, debates and reflections: you can re-use the resource numerous times with the same group. This resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a short stimulating tutor-group activity. The file is a PowerPoint Show: no planning or preparation is required, just run the file and the intuitive menu system will make delivering a powerful philosophy session very easy!