<p>A fully resourced lesson focused on philosophical responses to the problem of evil. The lesson looks at Other Christian response ( John Hick) and Non-religious response (Epicurus, David Hume and John Mackie). The lesson follow Eduqas, Route B spec.</p>

<p>This resource contains a complete lesson on ‘Philosophical scepticism’ as part of the Epistemology unit for AQA’s A-Level Philosophy course. The lesson focuses on theory and skills on debate/oracy as well as higher-order thinking. For further activities and guidance, please use the official AQA A-Level Philosophy textbook.</p>

A Level Philosophy, Epistemology, the unreliability of the senses, optical illusions, Hume and the problem of induction, Hume on causation vs constant conjunction.

<p>This resource is aimed at AQA A Level Philosophy. It can also be used with IB, Scottish Highers and international KS5. It includes Philosophical Zombies (particularly through David Chalmers’ version), property dualism and its appeal to qualia and phenomenal properties of experience. The slides should deliver a lesson of approx 60 minutes but could also suit 75-90 minutes with questioning and student activities, which are alluded to in slides.</p>

<p>Here is a model essay, A/A* grade, for the question ‘Critically analyse the philosophical problems of God being omnipotent’.</p>

<p>This is a complete unit of work, covering around 14 hours of teaching time. This resource includes a range of activities, lesson powerpoints, a student booklet which follows the powerpoints and assessments. It encourages philosophical discussion about evil, explores theodicies and a case study of the Holocaust to question whether God can exist even though there is evil in the world.</p> <p>This is a complete unit, ready to teach!</p> <p>It covers:</p> <ul> <li>The problem of evil and the inconsistent triad</li> <li>Natural and moral evil</li> <li>Augustine’s theodicy</li> <li>Soul-making theodicies</li> <li>The rise of anti-semitism and Auschwitz</li> <li>Holocaust denial</li> <li>Jewish responses to the Holocaust and problem of evil</li> <li>Psychological explanations for evil, from Milgram and Zimbardo</li> <li>Assessments, including extended writing responses and multiple choice tests</li> </ul> <p>I personally find this unit most appropriate to teach in Year 9 as a good step to prepare for the GCSE, though it may also work well with Year 8.</p> <p>Please leave a review, and happy teaching!</p>

<p>Ancient Philosophical Influences for OCR A Level Religious Studies Philosophy of Religion.</p> <p>This is the full unit broken down into detailed individual lessons within two PowerPoint presentations, one being 3 lessons on Plato within 35 slides and one 4-5 lessons on Aristotle within 47 slides. Included are information worksheets on both philosophers and a series of tasks covering key themes including the Allegory of the Cave, Theory of the Forms, the Four Causes of Aristotle. Included is also an assessment essay guidance sheet used for a formal assessment of this unit’s learning. These resources cover the full unit in a circa 8 lesson scheme and include class, homework and assessment opportunities within.</p>

<p><strong>A Philosophy Mini-Curriculum for Primary</strong></p> <p><strong>PDF</strong> - scripted lessons for Primary School Educators.</p> <p><strong>EYFS Lessons</strong> - Optional use of Socrates Doll<br /> Socratic Method: Plan, script - question sorting and introducing ‘Big Questions’</p> <p>What is ‘real’? Plan - thinking about where knowledge comes from and whether we can tell if something is real or not. Discusses personhood.</p> <p><strong>Years 1 and 2 Lessons</strong><br /> What’s the Big Idea? Plan - an introduction to philosophy and some of the big ideas it delves into.</p> <p>How Did the Universe Come to Be? A discussion-based unit about creation and the idea of God.</p> <p><strong>Year 3 Lesson</strong><br /> What is the Difference Between Knowing and Believing? Plan - a look at observation, faith and miracles.</p> <p><strong>Year 4 Lesson</strong><br /> Morality: How do People Make Moral Decisions? Plan - a look at how people justify moral decisions with logical arguments.</p> <p><strong>Year 5 Lessons</strong><br /> Utilitarianism Parts I &amp; II - Plans, Presentation, Scenario Cards - a look at Bentham and Mill’s system for moral decision making.</p> <p>Ontology: Plan, Presentation - A look at the Ontological arguments for the existence of God and its problems.</p> <p><strong>Year 6 Lesson</strong><br /> Plato’s Cave: Plan - A look at the role of the philosopher in society and the idea of knowledge through revelation.</p> <p><strong>Primary Range Home/School</strong><br /> Lesson 1<br /> The Purpose of Things: Plan - A discussion-based enquiry into the purpose of everyday things. It examines the ‘why’ of objects, both made and naturally occurring. An introduction to teleology.</p> <p>Lesson 2<br /> Of Superheroes and Miracles: Plan and Presentation - A discussion-based enquiry into the origins of the idea of the ‘superhero’. Encompassing believability, scepticism, Hume and his views on miracles.</p> <p>Lesson 3<br /> Morality with a Buddhist Focus: Plan - A discussion-based enquiry looking at morality and the externalised, spiritual drives behind it. Encompassing non-spiritual reasons of morality, inviting discussion about internal morality as well as a starting point to study belief in karma.</p> <p>Lesson 4<br /> Knowing VS Believing Part 1: Plan - A discussion-based enquiry looking at the difference between ‘Knowing’ and ‘believing’. Part 1 covers magic tricks and the senses as a source of ‘fact’. It asks whether scientists need a little belief in their line of work too. Introduces concepts such as dark matter.</p> <p>Lesson 5<br /> Knowing VS. Believing Part 2: Plan - A discussion using Flew’s The Invisible Gardener Parable. How do we know things? Is there a battle going on between science and belief? Do scientists believe? An introduction to the Falsification Principle.</p> <p>For more and the accompanying Free presentations can be found on my website by googling philosophy in ks2. These are made using ‘creative commons’ pictures and so are not subject to copyright.</p>

The problem of Other Minds (Solipism) <br /> Typed notes about: <br /> Mills argument from analogy <br /> Wittgenstein Private Language<br /> Satre and Heidegger's criticisms <br /> <br /> Student tasks are upon the worksheet along with example exam questions

<p>Engage your students with an in-depth exploration of The Logical Problem of Evil — a perfect resource for non-specialist teachers and cover lessons.</p> <p>Suitable for students aged 11-14 or as part of GCSE Religious Education (14-16), this lesson tackles the philosophical challenge of how evil can exist if God is all-powerful, all-knowing, and all-good. With clearly defined tasks and activities, students will develop critical thinking skills as they explore key concepts like omnipotence, omniscience, and omnibenevolence.</p> <p><strong>Key features:</strong></p> <p>Perfect for cover lessons and non-specialists<br /> Tailored for Key Stage 3 (age 11-14) and Key Stage 4 (GCSE RE)<br /> Focus on the logical problem of evil and God’s characteristics<br /> Engaging tasks to enhance understanding of difficult concepts<br /> Encourages philosophical reflection and discussion<br /> Equip your classroom with this comprehensive and accessible resource, ideal for supporting students in their Religious Education studies!</p>

<p>Philosophical Concept SPECS<br /> Can be used in KS1-3<br /> Will help facilitate philosophical enquiry</p>

<p><p>BHA’s educational resources are for teachers who want to make RE, Citizenship and PSHE properly inclusive, and for students researching assignments. They are all PDF resources and you will need Adobe Reader to view and print them. Most of these resources for students of all ages outline how humanists approach a range of issues. They contain discussion questions, further reading suggestions and web links, as well as a humanist perspective. (Please note that they are not intended to be definitive or prescriptive statements about what all humanists think or BHA policy.)</p></p>

Here is a table with all the philosophers on the OCR A2 Philosophy And Ethics Course from the philosophy side. Within the table are all of the philosophers opinions and arguments for the course topics along with criticisms from other philosophers. I will add one for all of the philosophers in the Ethics part of the course soon. A great resource to cement the knowledge into your head as it is written in understandable and relevant language.

<p>This resource contains a complete lesson on the theories of ‘Property Dualism - The Philosophical Zombie argument’, including criticisms and any relevant defences, as part of the ‘Metaphysics of the Mind’ unit of AQA’s A-Level Philosophy course. Please note that, whilst this contains all relevant learning materials, this should be used in conjunction with the official textbook.</p>

Here is a table with all the philosophers on the OCR A2 Philosophy And Ethics Course from the ethics side. Within the table are all of the philosophers opinions and arguments for the course topics such as conscience, and sexual ethics. I have also made one for all of the philosophers in the Philosophy part of the course. A great resource to cement the knowledge into your head as it is written in understandable and relevant language.<br />

<p>This resources is an A Level topic however I created this lesson as a challenge for my KS3 Yr8 class - they loved it!<br /> It is interactive and pushes students to think philosophically.</p> <ul> <li>Playdough model activity (optional!)</li> <li>Introduction to Augustine</li> <li>Step by step guide to Augustine’s solution</li> <li>Progress checks throughout</li> <li>Challenging questions</li> </ul>

<p>This is a unit of 5 lessons for the OCR unit on Philosophy of Religion: Ancient Philosophical Beliefs. Lessons cover a variety of tasks, activities and learner styles, geared towards the final exam. Also included is the A3 and A4 Learning Mats / Revision Mats for this topic.</p> <p>Lessons are:</p> <ol> <li>Introduction and Background</li> <li>Plato’s Reality</li> <li>Aristotle’s Causes</li> <li>Aristotle’s Prime Mover</li> <li>Comparing Plato and Aristotle</li> </ol> <ul> <li>Learning Mat / Revision Mat also included.</li> <li>Free Workbook also included</li> </ul> <p>Please give feedback! I am always happy to respond to comments - whether positive or constructive - this will help to improve the quality of my resources in the future and, more importantly, the quality of pupils’ RE/RS education in general - which is what we’re all here for!</p>

<p>Wanting to have a discussion based lesson with your class to help build your evaluation skills?</p> <p>This lesson introduces students to two ethical problems- Phillipa Foot’s Trolley Problem and Bernard William’s Organ Transplant analogy!</p> <p>This lesson can be great to use in a form time to hear the contrasting views of your students or you could spend the full hour on this lesson.</p> <p>Optional struture-<br /> One half of the room focus on one analogy, discuss it with peers, and then vote. Afterwards, they could teach the other half of the classroom the analogy and the others can then discuss what would be the right thing to do.</p> <p>From there, you could have a whole class discussion on the most ethical thing to do!</p> <p>Please leave a review if you find this resource useful.</p> <p>Best wishes,</p> <p>Liz</p>

PowerPoint resource of 4 lessons to enable children to model writing based on J.K Rowling. Gives the children chance to look at the individual elements and then try writing their own parts. This is the starting point before the children will be given an opportunity the following week to change the characters and setting. <br /> Breaks down the story into opening, build-up, problem, resolution and ending.<br /> Can be easily changed or adapted depending on story.

These first year undergraduate lectures by Dr Peter Millican aim to provide a thorough yet accessible introduction to many philosophical topics and to get students interested in thinking about key areas of philosophy. Taking a chronological view of the history of philosophy, each lecture is split into 3 or 4 sections which outline a particular philosophical problem and how different philosophers have attempted to address these. This content is placed under a Creative Commons licence and is free for reuse, remixing and redistribution in education worldwide (BY-NC-SA).