This ‘Fun Philosophy Lesson’ is focused what it means to live a good life. It’s ideal for students aged 8-16 and will help them to think deeply about what they want (and should want) to get out of their lives! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is useful as a part of your schools SMSC (Social, Moral, Spiritual & Cultural) education provision and is of particular interest to teachers of PSHE, Philosophy, Ethics, & Citizenship it focuses on a wide range of topics such as: What it means to live a ‘good life’ The nature of success The role of ethics and morality in leading a fulfilled life Living without regrets   We’ve aimed to cover as many issues as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss in relation to law, crime, policing, justice, and the criminal justice system! The big question asked in this session is “What does living your best possible life look like?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: How would you describe ‘a good life’? Is being rich and financially successful the same as living a good life? To what extent does our happiness depend on our circumstances? Why are some people happy whilst other people are not? Is it possible for a hermit who lives alone in the mountains to be truly happy and to life a good life?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “The secret to living a good life is owning the most stuff” “Most people are happy” “Ultimately, it is the quality of our relationships with others that leads to a good life” “Good mental and emotional health depends on good physical health” “It’s okay to be selfish sometimes” “Our relationship to technology can be an obstacle to a good life”   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. The file is a non-editable 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!

This ‘Fun Philosophy Lesson’ is focused on ‘wisdom’ and will get your students thinking deeply about the nature of wisdom, what it means to live wisely, and how they can cultivate wisdom. Since philosophy is, first and foremost, ‘the love of wisdom’: we consider this session to be of particular importance! This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is useful as a part of your schools performing arts provision and is of particular interest to PSHE and SMSC leaders it focuses on a wide range of topics such as: The nature of wisdom The difference between wisdom, knowledge, and intelligence How to cultivate wisdom What it means to live wisely The importance of choosing wise role-models in life   We’ve aimed to cover as many issues as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss in relation to wisdom! The big question asked in this session is “What is ‘wisdom’ and how can we become more wise as individuals?”. 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 a wise decision and an unwise one? Why are some people wiser than others? What can a person do in order to cultivate wisdom over time? To what extent can wisdom be taught in schools? and What is the connection between being wise and being virtuous (being a good person)?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “There is a difference between intelligence and wisdom.” “Animals can be wise. Animals sometimes have their own wisdom.” “It is impossible to objectively and accurately measure wisdom in other people.” “Reading ancient texts that claim to contain wise words and sayings is a waste of time” “Science delivers useful knowledge but the scientific method cannot give us wisdom” and “Meditation can help people to become more wise and live more wisely”   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. The file is a non-editable 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!

Philosophers and sages have reflected on the nature and significance of death and mortality since ancient times whilst reflecting on the possibility of an afterlife in the face of the mystery of death. According to many philosophers and psychologists: a healthy appreciation of one’s own finitude is essential for living a full life and for striving to live without regrets. Speaking about death and dying is a taboo in our society and yet by failing to speak openly about it we can often exacerbate the fear of death in young minds and feed their anxieties around death. This interactive philosophy lesson allows for open and reasonable discussions about death, mortality, and the possibility (or impossibility) of an afterlife. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This session is ideal for teachers who want to explore these deep matters of life and death with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to death and the afterlife so that young learners can engage in fun philosophical discussions and debates. This session explores topics such as: The nature of the death The benefits of contemplating one’s own mortality Different views about the afterlife Whether or believing in ghosts is justified The value of funerals and honouring the dead Existential psychology Please be careful to time your use of this resource carefully and to deliver it with due sensitivity as some young people might struggle to wrestle with these issues. Please note: this resource discusses a variety of afterlife beliefs (i.e. the possibility of reincarnation, Heaven, Hell and nothingness) and, therefore, will probably involve the analysis and evaluation of religious beliefs. The big question asked in this session is “What are the benefits of thinking deeply about our own mortality?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as: Why do you think people are reluctant to talk about death and dying and that such topics are a taboo in our society? To what extent can thinking about death help us to appreciate and value those around us more? Many people have reported seeing ghosts: to what extent does this prove that ghosts exist?    The file is a non-editable 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!

This multi-use interactive philosophy lesson explores ‘Philosophy of Mental Health’: an interdisciplinary field of study that combines views and methods from the philosophy of mind, psychology, neuroscience, and moral philosophy in order to analyse the nature of mental illness. We’ve aimed to combine philosophical issues with practical ‘PSHE’ topics to create a fascinating philosophy teaching resource that will help your students to explore the topic of mental health whilst emphasising critical-thinking skills and challenging assumptions. This session is ideal for teachers who want to explore philosophy with students aged 8-16; we’ve carefully selected the most significant issues and questions relating to philosophy of mental health so that young learners can engage in fun and useful philosophical discussions and debates. This session explores topics such as: The nature of the mental illness Different theories as to the fundamental causes of mental illness How lifestyle choices can promote good mental health How to respond to mental health challenges in ourselves and others The role of society and culture in the genesis of mental illness The big question asked in this session is “Why do some people face mental health challenges whilst others do not?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical questions such as To what extent is mental illness similar to physical illness? What are the primary causes of mental health challenges? What is the best way to treat a mental illness? What are some ways in which people can manage and reduce the amount of stress they have in their lives? To what extent should people rely on medication to help manage and treat mental health conditions? and How can lifestyle choices impact the likelihood that we develop mental health problems? This resource is suitable for teachers of all school subjects who are looking explore the topic of mental health and mental illness with young people: it is of particular relevant to Psychology Teachers and PSHE Teachers and PSHE Co-ordinators. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited.

Introduce your students to the rich world of philosophical and ethical debates surrounding multiculturalism, inclusivity, tolerance, and celebrating differences with this dynamic and engaging learning resource. Designed for students aged 8-16, this lesson is a perfect fit for Citizenship, Social Studies, Civics, and Philosophy classrooms. It is also ideal for enhancing your school’s SMSC (Spiritual, Moral, Social, and Cultural) education remit. Like all our resources, it is adaptable for use by teachers in any country, making it relevant across diverse cultural and educational contexts. This interactive session provides teachers with the tools to explore a wide range of essential topics, including: The value of diversity in society How to embrace and celebrate cultural differences Understanding tolerance and its importance in relationships and communities Ethical questions about inclusion and exclusivity Challenging prejudice and discrimination   The Big Question of this session is “To what extent is diversity an important feature of our society?” Through thought-provoking discussions, debates, and activities, students will critically examine questions, such as: “Why is it important to celebrate differences?” “Can tolerance ever go too far?” “Why do you think tolerance matters in a community?” and “How can schools promote understanding of different religions?”   Students will also evaluate a variety of philosophical and ethical claims, including: “A perfect society would only have one religion, not many” "Behind the superficial differences, people are all basically the same” “I respect all people equally, regardless of their differences” and “This school has issues when it comes to race, racism and tolerating different cultures”   The resource features our signature intuitive menu system, allowing teachers to choose from a wide range of starter, main, plenary, and reflection activities. The flexible design makes it suitable for multiple hour-long sessions or short tutor-group discussions. Activities include: With no preparation required, this non-editable PowerPoint Show ensures easy delivery of a memorable and impactful lesson. Engage your students in meaningful discussions about building a fairer, more inclusive world, and leave them inspired to celebrate the beauty of diversity! Disclaimer: This lesson explores themes of multiculturalism, inclusivity, tolerance, and celebrating differences, which may involve sensitive or controversial topics. Teachers and educators are strongly advised to review the resource thoroughly before using it with students to ensure its suitability for their specific classroom context. Please use your professional judgment to adapt the content as needed to align with the age, maturity, and background of your students.

This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical debates around friendship. This resource is suitable for students aged 8-16 and is especially useful for Citizenship, Social Studies, Civics, and Philosophy classrooms. It is also an ideal teaching resource for enhancing your school’s SMSC (Spiritual, Moral, Social, & Cultural) education remit. As with all our resources: it can be used by teachers and educators who work in any country, and it is not tied to any particular cultural or social conception of friendship. This interactive multi-use learning session is of particular interest to teachers of Civics, Philosophy, Ethics, and Social Studies. It focuses on a wide range of topics, including: The nature and value of friendship How to make and maintain meaningful friendships Ethical dilemmas in friendships Ending friendships in a thoughtful and ethical way The role of trust, loyalty, and communication in friendships   We’ve aimed to cover as many engaging philosophical and ethical issues as possible to help young learners debate and discuss the importance of friendship in their personal lives and society! The big question asked in this session is, “What does it really mean to ‘be a good friend’ to someone?” Using a variety of engaging activities, students will discuss and debate other thought-provoking philosophical and ethical questions, such as: Is friendship a moral duty or a personal choice? Is it possible to live a meaningful life without friends? What are some good ways to make new friends? When is it ethical to end a friendship? How has social media changed the nature of friendship?   Students will also analyse and evaluate a wide range of philosophical and ethical claims, such as: “A good friend should always tell the truth, even if it hurts.” “You cannot be friends with someone who has opposing values.” “A friendship must be mutually beneficial otherwise it’s a waste of time” “One cannot have too many friends.” “It is harder to make friends in adulthood than in childhood.”   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 diverse selection of activities designed to trigger philosophical discussions, debates, and reflections, the resource can be re-used multiple times with the same group. For teachers interested in running P4C (Philosophy for Children) sessions, these resources are ideal! The file is a non-editable PowerPoint Show: no planning or preparation is required. Simply run the file, and the intuitive menu system will make delivering a powerful philosophy session easy!

This engaging ‘Fun Philosophy Lesson’ focuses on the philosophical and ethical aspects of emotions, making it an ideal resource for students aged 8-16. Perfect for Citizenship, Social Studies, Civics, and Philosophy classrooms, this lesson also enhances SMSC (Spiritual, Moral, Social, & Cultural) education. Suitable for educators worldwide, this resource is not bound to any specific cultural or social interpretations of emotions. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format: each one can be used multiple times with the same group and features an integrated interactive menu that allows teachers to select from many different learning and assessment activities! The resource cannot be edited. This versatile learning session is especially useful for teachers of Civics, Philosophy, Ethics, and Social Studies. It covers a wide range of thought-provoking topics, including: The nature and purpose of emotions Healthy and unhealthy emotional expression How emotions influence decision-making and morality The importance of empathy and understanding others Ethical dilemmas related to emotions in relationships and society   Students will reflect on the big question, “What is an emotion?”, and tackle other fascinating philosophical and ethical questions, such as: Do you think animals experience emotions like humans? Why do people have different emotional responses to similar experiences? Why do some people become depressed whilst others do not? Should people trust their emotions when making important decisions? How does using technology influence your emotions?   Learners will analyse and debate a range of philosophical and ethical claims, such as: “Emotions should never influence our decisions.” “Humans will never create a machine that has feelings” “We should always express our emotions” “Crying is a sign of weakness” and “Exercise is better than meditation when it comes to regulating our emotions”   Designed with our unique philosophy teaching format, this lesson offers an integrated menu system, enabling teachers to choose from a variety of activities. The resource is a non-editable PowerPoint Show, requiring no prior preparation. Simply open the file and explore the intuitive menu for an interactive and meaningful philosophy session. Designed for flexibility, it can be reused for hour-long lessons or as a quick, stimulating tutor-group activity. Unpack the complexities of emotions with your students in this exciting philosophical journey!

This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical debates around bullying. This resource is suitable for students aged 8-16 and is especially useful for Citizenship, Social Studies, Civics, and Philosophy classrooms. It is also an ideal teaching resource for enhancing your school’s SMSC (Spiritual, Moral, Social, & Cultural) education remit. As with all our resources: it can be used by teachers and educators who work in any country, and it is not tied to any particular cultural or social conception of bullying. This interactive multi-use learning session is of particular interest to teachers of Civics, Philosophy, Ethics, and Social Studies. It focuses on a wide range of topics, including: Understanding the nature and forms of bullying The ethical responsibility of bystanders Power dynamics in bullying The role of empathy and kindness in addressing bullying How to resolve bullying in ethical and restorative ways   We’ve aimed to cover as many engaging philosophical and ethical issues as possible to help young learners debate and discuss the importance of addressing bullying in their personal lives and society. The big question asked in this session is, “Why do some people become bullies whilst others do not?” Using a variety of engaging activities, students will discuss and debate other thought-provoking philosophical and ethical questions, such as: Why do some people bully others? Do bystanders have a moral duty to intervene in bullying situations? How does bullying affect the victim’s emotions and mental health? Can ignoring bullying make someone complicit? How has social media changed the nature of bullying?   Students will also analyse and evaluate a wide range of philosophical and ethical claims, such as: “Ignoring bullying makes you complicit.” “Cyberbullying is less harmful than face-to-face bullying.” “Most bullies were themselves bullied at some point in the past” “People who aren’t friends with me should be punished for it” “Worse than a bully are those who stand by and do nothing”   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 diverse selection of activities designed to trigger philosophical discussions, debates, and reflections, the resource can be re-used multiple times with the same group. For teachers interested in running P4C (Philosophy for Children) sessions, these resources are ideal! The file is a non-editable PowerPoint Show: no planning or preparation is required. Simply run the file, and the intuitive menu system will make delivering a powerful philosophy session easy!

This ‘Fun Philosophy Lesson’ explores the fascinating topic of money, finances, and economics, encouraging students to think deeply about the ethical, philosophical, and practical implications of wealth and value in society. This resource is suitable for students aged 8-16 and is ideal for PSHE (Personal, Social, Health, and Economic Education), Business Studies, Economics, and Philosophy classrooms. It also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education remit as it explores ethical issues relating to money. Designed for universal use, it can be utilised by educators in any country. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive, multi-use session is particularly valuable for teachers of Philosophy, Economics, and Business Studies. It covers a wide range of thought-provoking topics, including: The origins and purpose of money The ethical dimensions of wealth and poverty The role of businesses and individuals in shaping economies The balance between profit and social responsibility The philosophical question of what gives money value   The big question posed in this session is, “What is money!? (Why does ‘paper money’ have more value than paper?)” Students will also explore other essential philosophical and practical questions, such as: Is money the root of all evil? Should wealth be redistributed to reduce inequality? Can a person live a fulfilling life without money? What makes something valuable? Why are some people very rich while others are very poor?   Students will evaluate and discuss a variety of philosophical claims, such as: “All jobs should pay the same wage.” “Most people end up poor because they waste money on unnecessary luxuries” “Wealthy people have a responsibility to help the poor.” “It’s better to be happy and poor than rich and unhappy.” “It is absurd for a footballer to earn more money than a doctor”   This session uses our signature teaching format, featuring an integrated menu with options for starters, mains, plenaries, assessments, and end-of-lesson reflections. The file is provided as a non-editable PowerPoint Show, requiring no planning or preparation. Simply run the file, and the intuitive menu system ensures delivering this thought-provoking philosophy session is effortless!

This ‘Fun Philosophy Lesson’ explores the profound topic of suffering, focusing on its causes and the ways people create suffering for themselves and others. It encourages students to reflect on ethical, philosophical, and practical approaches to reducing suffering in life. This resource is suitable for students aged 8-16 and is ideal for Philosophy, Ethics, PSHE (Personal, Social, Health, and Economic Education), and Social Studies classrooms. It also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education remit. Designed for universal use, it can be used by educators in any country. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive, multi-use session is particularly engaging for teachers of Philosophy, Ethics, and PSHE. It covers a wide range of meaningful topics, including: The philosophical exploration of suffering: its causes and nature How personal choices and behaviours contribute to suffering Utilitarian ethical theories Strategies for reducing suffering in personal and collective contexts Ethical and philosophical ideas about compassion, empathy, and responsibility   The big question posed in this session is, To what extent are we the cause of most of our own suffering?" Students will also explore other significant philosophical and ethical questions, such as: What is suffering, and why do people experience it? How can we work to increase happiness in our own lives? How can our choices sometimes create suffering for others? How can we work together to reduce global suffering? How do our thoughts and feelings impact our mental health?   Students will analyse and evaluate a variety of philosophical claims, such as: “Ultimately, I am responsible for my own suffering and working to reduce it” “It is impossible to live a life that doesn’t create some suffering for others.” “The way we choose to look at the world (our worldview) impacts how much we enjoy our lives” “Most people do not realise how much suffering they create for other people” “If ending suffering is the goal: it’s morally good to nuke the entire planet and eliminate all life!”   This session uses our signature teaching format, featuring an integrated menu with options for starters, mains, plenaries, assessments, and end-of-lesson reflections. The file is provided as a non-editable PowerPoint Show, requiring no planning or preparation. Simply run the file, and the intuitive menu system ensures delivering this transformative philosophy session is effortless!

This ‘Fun Philosophy Lesson’ explores the fascinating topic of Ethical Consumerism & Making Ethical Consumer Choices, encouraging students to consider how their purchasing decisions impact people, animals, and the environment. This resource is suitable for students aged 8-16 and is ideal for Philosophy, Ethics, PSHE (Personal, Social, Health, and Economic Education), and Social Studies classrooms. It also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education remit. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive, multi-use session is particularly engaging for teachers of Philosophy, Ethics, and PSHE. It covers a wide range of meaningful topics, including: The concept of ethical consumerism and its significance in modern life The environmental, social, and economic consequences of consumer choices Fair trade, sustainability, and animal welfare in the context of consumerism Exploring the balance between individual responsibility and corporate accountability Practical strategies for making more ethical consumer decisions   The big question posed in this session is, “When should we boycott products for ethical reasons?” Students will also explore other significant philosophical and ethical questions, such as: What does it mean to be an ethical consumer? How can we know if the products we buy are made ethically? How do our buying habits affect the environment? What does “fair trade” mean, and why is it important? Is it ethical to buy leather or fur products?   Students will analyse and evaluate a variety of philosophical claims, such as: “Buying locally is always better for the environment.” “Fair trade products are the only ethical choice for consumers.” “Animal testing for cosmetics is unethical and should be banned.” “Ethical consumerism is a luxury only the wealthy can afford.” “Most of what is sold is unnecessary and produced at huge costs to the environment”   This session uses our signature teaching format, featuring an integrated menu with options for starters, mains, plenaries, assessments, and end-of-lesson reflections. The diverse activities—debates, discussions, and philosophical reflections—make the resource reusable for multiple lessons. It is an excellent fit for P4C (Philosophy for Children) sessions, providing students with a safe and thought-provoking space to explore the impact of their consumer choices. The file is provided as a non-editable PowerPoint Show, requiring no planning or preparation. Simply run the file, and the intuitive menu system ensures delivering this enlightening philosophy session is effortless!

This ‘Fun Philosophy Lesson’ explores the fascinating topic of identity, encouraging students to reflect on and debate philosophical and ethical questions about personal, social, and collective identity. This resource is suitable for students aged 8-16 and is ideal for Philosophy, Ethics, PSHE (Personal, Social, Health, and Economic Education), and Social Studies classrooms. It also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education goals. Designed for universal use, it is perfect for educators in any country. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive, multi-use session is particularly engaging for teachers of Philosophy, Ethics, and Social Studies. It covers a broad range of captivating topics, including: What it means to have a personal identity The influence of culture, society, and relationships on identity The concept of identity over time: are we the same person throughout our lives? Collective identity: what defines a group or nation? The philosophical puzzle of “what makes you, you?” The big question posed in this session is, “What defines you as an individual?”   Students will explore other intriguing philosophical and ethical questions, such as: Are we defined by our choices, our genetics, or our environment? How do our relationships shape who we are? Can identity change, and if so, how? Is there a “true self,” or do we have many identities? What happens to identity in a digital world?   Students will analyse and evaluate a range of philosophical claims, such as: “Identity is fluid and constantly changing, not fixed or stable.” “It is important to conform and fit in with everyone else” "My identity has been influenced more by technology than by my parents” “If I lost my memories, I would lose my identity entirely” “It is impossible to ever really know someone else”   This session uses our signature teaching format, featuring an integrated menu with options for starters, mains, plenaries, assessments, and end-of-lesson reflections. The diverse activities—debates, discussions, and philosophical reflections—make the resource reusable for multiple lessons. Ideal for P4C (Philosophy for Children) sessions, it provides students with an engaging and thought-provoking opportunity to examine one of philosophy’s most timeless questions. The file is provided as a non-editable PowerPoint Show, requiring no planning or preparation. Simply run the file, and the intuitive menu system ensures that delivering this inspiring philosophy session is straightforward and impactful!

This ‘Fun Philosophy Lesson’ explores the complex and thought-provoking topic of addiction, encouraging students to examine its ethical, psychological, and social dimensions through a philosophical lens. This resource is suitable for students aged 8-16 and is ideal for PSHE (Personal, Social, Health, and Economic Education), Ethics, Philosophy, and Social Studies classrooms. It also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education goals. Designed to be inclusive and universal, it can be used by educators in any country. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive, multi-use session is particularly valuable for teachers of Philosophy, Ethics, and PSHE. It covers a broad range of significant topics, including: The nature of addiction: physical, psychological, and social factors The ethical implications of addiction: personal responsibility vs external influences The role of society in preventing and addressing addiction The impact of addiction on relationships and communities The philosophical question of free will and choice in the context of addiction   The big question posed in this session is, “What would it mean to live a life that is completely free of addiction?” Students will also explore other thought-provoking philosophical and ethical questions, such as: Why do some people become addicted more easily than others? Is it fair to blame society for someone’s addiction? Why are video games so addictive? What is the best way to help someone overcome addiction? Can an addicted person truly make free choices?   Students will analyse and evaluate a variety of philosophical claims, such as: “Everyone is addicted to something” “Our society encourages people to have addictions” “People should take full responsibility for their addictions.” "Videogame addiction is a very serious problem and can ruin lives” “Social media addiction is worse than drug addiction.”   This session uses our signature teaching format, featuring an integrated menu with options for starters, mains, plenaries, assessments, and end-of-lesson reflections. The file is provided as a non-editable PowerPoint Show, requiring no planning or preparation. Simply run the file, and the intuitive menu system ensures that delivering this vital and inspiring philosophy session is straightforward and impactful!

This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical debates around the nature of citizenship. This resource is suitable for students aged 8-16 and is especially useful for Citizenship, Social Studies, Civics, PSHE, and Philosophy classrooms. It is also an ideal teaching resource for enhancing your school’s SMSC (Spiritual, Moral, Social, & Cultural) education remit. As with all our resources: it can be used by teachers and educators who work in any country: it is not designed around any one country’s political system or conception of citizenship. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive multi-use learning session is of particular interest to teachers of Civics, Philosophy, Ethics and Citizenship. It focuses on a wide range of topics, including: What it means to be a good citizen The rights and responsibilities of citizens The balance between individual freedoms and societal needs The role of government in shaping citizenship Ethical dilemmas in modern citizenship   We’ve aimed to cover as many engaging philosophical and ethical issues as possible to help young learners debate and discuss what it means to be an active and responsible citizen in their community and the world! The big question asked in this session is, “What does it mean to be a good citizen?” Using a variety of engaging activities, students will discuss and debate other thought-provoking philosophical and ethical questions, such as: Is it more important to follow laws or to stand up for what you believe is right? Should citizens always obey the government? What responsibilities do we have to others in our community? Is it ever okay to break the law to protect others?   Students will also analyse and evaluate a wide range of philosophical and ethical claims, such as: “Good citizens should always tell the truth.” “Citizens should have the right to break unjust laws.” “Helping others is the most important part of being a good citizen.” “A good citizen cares about future generations more than their own.”   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. The file is a non-editable PowerPoint Show: no planning or preparation is required. Simply run the file, and the intuitive menu system will make delivering a powerful philosophy session easy!

This multi-use interactive learning session explores the weirdest ideas and strangest possibilities in philosophy. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This lesson is an excellent way to inspire a love of philosophy; we’ve carefully selected the most bizarre and thought-provoking concepts so that young learners can engage in fun, mind-bending discussions and debates. This session explores topics such as: The nature of reality Alternate realities and thought experiments The limits of logic and reason The big question posed in this session is “What is the strangest idea in philosophy?” Using a variety of engaging activities, students will discuss and debate a wide range of peculiar philosophical questions such as: Is it possible that the entire universe is a simulation? Can time flow backwards, or is time travel conceivable? Do parallel universes exist, and can we interact with them? Since the focus of this session is ‘the weirdest stuff in philosophy’, we’ve aimed to provide a comprehensive range of unusual and intriguing questions so that students understand the vastness and diversity of philosophical inquiry. Students will also analyse and evaluate an eclectic mix of extraordinary philosophical claims such as: “Objects continue to exist only when we perceive them.” “Every decision creates a new universe where each possible outcome occurs.” “There is no objective reality; everything is a construct of the mind.” 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 tasks designed to trigger philosophical discussions, debates, and reflections, you can re-use the resource numerous times with the same group. Suitable for students aged 8–16, the flexible design of the session allows it to be used for multiple hour-long sessions or as a short, stimulating tutor-group activity. The file is a non-editable PowerPoint Show: no planning or preparation is required. Simply run the file, and the intuitive menu system will make delivering a powerful philosophy session effortless.

This ‘Fun Philosophy Lesson’ delves into the topic of values, encouraging students to think deeply about personal and moral values as well as the nature of value itself. This resource is suitable for students aged 8-16 and is perfect for Philosophy, Ethics, Social Studies, and PSHE (Personal, Social, Health, and Economic Education) classrooms. It also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education objectives. As with all our resources, it is designed to be inclusive and universal, making it suitable for educators in any country. This download uses our innovative new format for philosophy education, you can download a FREE SAMPLE by clicking here. It is one of over fifty new philosophy & ethics teaching resources that uses this format. The resource cannot be edited. This interactive, multi-use session is especially valuable for teachers of Philosophy, Ethics, and Social Studies. It covers a wide range of compelling topics, including: The origins of personal values The difference between moral and non-moral values The role of culture and society in shaping values The question of whether values are absolute or relative The philosophical debate over what makes something “valuable”   The big question posed in this session is, “what are your core values?” Students will also explore other essential philosophical and ethical questions, such as: Are some values universal, or do they depend on culture? What are the most important values in our society? Can values ever conflict, and how should we resolve those conflicts? Should we value experiences more than things? Should we value the happiness of others more than our own?   Students will evaluate and discuss a variety of philosophical claims, such as: “Different cultures have different values: some are objectively better than others” “What we value most reveals who we are.” “In truth: nothing actually has value, it’s all just a subjective construct of the mind” “Society decides what is valuable.” “Moral values are more important than personal values.”   This session uses our signature teaching format, featuring an integrated menu with a variety of options for starters, mains, plenaries, assessments, and end-of-lesson reflections. With a wide selection of activities—debates, discussions, and philosophical explorations—the resource can be reused multiple times with the same group. It is ideal for P4C (Philosophy for Children) sessions and offers students an opportunity to engage in critical and reflective thinking. The file is provided as a non-editable PowerPoint Show, requiring no planning or preparation. Simply run the file, and the intuitive menu system makes delivering this inspiring philosophy session effortless!