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 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. 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. For teachers wishing to run ‘P4C’ (Philosophy for Children) sessions these resources are ideal! 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. It is created without a religious or cultural bias or an agenda to persuade or convert students to a particular viewpoint in relation to the afterlife. 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? What do you think people experience after they die? How should we live our lives in such a way that we are always ready to die? and To what extent do Near Death Experiences (NDEs) prove that life after death is definitely true? 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 philosophical and ethical issues that relate to choosing careers and jobs. It’s ideal for students aged 8-16 and will help them to think deeply about what they should do with their lives and how to find a career that does good in the world! This interactive multi-use learning session is useful as a part of your schools SMSC provision and is of particular interest to teachers of PSHE, Philosophy, Ethics, & Citizenship it focuses on a wide range of topics such as: The difference between ethical and unethical careers The nature of good and evil in relation to work The importance of choosing our employers carefully   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 ethical and unethical livelihoods! The big question asked in this session is “What are the most ethical (& least ethical) jobs one can do?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical claims such as: “We shouldn’t work for companies that test their products on animals” “It’s better to get really rich and give lots of money to charity than work for a charity” “There’s no such thing as a 100% ethical business” “Our duty to provide for our families outweighs our duty to only do moral and ethical jobs” “Working in the arms/weapons/ defence industry is good because it helps to win important conflicts”   Students will also analyse and evaluate an eclectic mix of philosophical and ethical questions such as: What is the fundamental difference between an ethical livelihood and an unethical livelihood? In your opinion, which company does the most good in the world? Which industry does the most harm? Why is it important to think deeply about whether or not our chosen careers are truly moral? Which industries depend on harming the environment?   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. For teachers wishing to run ‘P4C’ (Philosophy for Children) sessions these resources are ideal! 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!

his multi-use interactive learning session explores the weirdest ideas and strangest possibilities in philosophy. 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’ 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 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? How can we balance personal freedom with the needs of society?   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.” “Freedom of speech is more important than protecting people from harm.”   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’ 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 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!