The lesson is part of a series of lessons looking at Philosophical Thought Experiments. It has been used with Sixth Form students as part of an elective program to broaden their understanding of Philosophy (especially if they are not studying Philosophy for A Level). The aim to get students thinking in a philosophical way, asking and answering questions during class discussion. There are links to videos found on YouTube to support the learning and these can be found within the presentation. Some fascinating discussion and deep thinking should result! This particular lesson focuses on What Mary Knew; it asks questions around knowledge, specifically that of colour vision and follows the argument from Frank Jackson that there is more to knowledge that just the physical fact (including Qualia). This forms part of the discussion of Philosophy of Mind.

The lesson is part of a series of lessons looking at Philosophical Thought Experiments. It has been used with Sixth Form students as part of an elective program to broaden their understanding of Philosophy (especially if they are not studying Philosophy for A Level). The aim to get students thinking in a philosophical way, asking and answering questions during class discussion. There are links to videos found on YouTube to support the learning and these can be found within the presentation. Some fascinating discussion and deep thinking should result! This particular lesson focuses on The Chinese Room as presented by John Searle and considers whether or not AI (robots) could be minded, i.e. conscious. Clips from the film AI are used and you could follow this session up with parts of the film Ex-Machina.

This assessment can be completed after lessons considering what it is that makes human beings different to other species of animals if anything! They will need to have considered similarities and differences between humans and animals (i.e. emotions, soul, pleasure/pain, ability to discuss and answer ultimate questions, Universal Declaration of Human Rights etc). Using resources like the Simpsons episode ‘Bart sells his soul’ can be useful in the soul debate, especially when you compare that to the Buddhist view that we do not have a soul and the story of Nagasena’s Chariot.

The lesson is part of a series of lessons looking at Philosophical Thought Experiments. It has been used with Sixth Form students as part of an elective program to broaden their understanding of Philosophy (especially if they are not studying Philosophy for A Level). The aim to get students thinking in a philosophical way, asking and answering questions during class discussion. There are links to videos found on YouTube to support the learning and these can be found within the presentation. Some fascinating discussion and deep thinking should result! This particular lesson focuses on The Beetle in the Box as presented by Ludwig Wittgenstein and considers introspection and whether or not we can talking meaningfully about the minds of others when we only ever have experience of our own mind and cannot experience that of others.

This resource can be used with GCSE or KS3 students studying Buddhism. (They specifically relate to AQA RS Spec A). They are great resources for developing understanding of the doctrines after an initial lessons on generic Buddhist beliefs which includes an overview of the 3 Universal Truths. They can also be used for revision purposes.

This resource can be used with GCSE or KS3 students studying Buddhism. (They specifically relate to AQA RS Spec A). They are great resources for developing understanding of the doctrines after an initial lessons on generic Buddhist beliefs which includes an overview of the 3 Universal Truths. They can also be used for revision purposes.

This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to help students in their revision either in preparing them for an end of unit test or focusing specifically on exam technique in 4 mark questions. They cover all possible 4 mark questions in the Themes paper and allow students to prepare answers either individually or as pairs/groups to then be shared with the class. [12 Questions and answers covering Religion and Life, Religion, Crime and Punishment, Religion, Peace and Conflict and Religion, Human Rights and Social Justice]

This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to help students in their revision either in preparing them for an end of unit test or quick-fire recall of information covered earlier in the course for final revision. They take the form of 1 mark questions to help give students an idea of what they will look like but ultimately are a great way of getting students to think quickly on the spot about a vast array of areas within the course. [20 Questions and answers for each religion]

A resource to get students thinking about how we make decisions. A new introduction to a unit of ethics or a good philosophy club discussion activity. This considers absolute and relative morality, some of the rules which form the basis of religious ethics and the values on which many decision are made (value, quality and sanctity of life).

Summary sheets to be completed by students either at the end of each topic, or as revision, or as retrieval practice exercises as part of revision.

This resource is to be used with AQA GCSE RS students who are studying Specification A. It can be used to give students for independent study, can be used in classroom revision sessions or to lead subject clinics. It is intended to get students to practice using content and key words, to ensure that they have revision notes that are reflective of the specification requirements and to help them to plan 12 mark questions.

This resource is to be used with AQA GCSE RS students who are studying Specification A. It is a great resource to be used at the end of the topic as a formative/summative assessment. It can also be used for revision purposes. It takes the form of the AQA exam and includes a mark scheme.

These resources are to be used with AQA GCSE RS students who are studying Specification A. They can be used in the run up to exams to help students practice their exam technique in 5 mark questions. They are also valuable in helping students with their timings. The timings allow for ‘a mark a minute’ which is about right for these papers.

This resource is to be used with the AQA Philosophy A Level. This covers one of the sections from the Philosophy of Mind unit of the course. It includes all the necessary arguments from the specification.

These resources are to be used with AQA GCSE RS students who are studying Specification A. They are useful for getting students to plan 12 mark questions in the run up to exams. The essay planning sheets help the students to think about what they need to include in a 12 mark question without giving them a writing frame, leaving them room to develop their own style. Students can work their way through all questions, or can be challenged by choosing the 2 or 3 that they find the most difficult. You could even rate them for different abilities.