Instructions: Facilitator performs the below: Draw/Project this diagram into a shared visible space. Prompt students to write down: 3 qualities that make a good ________.(e.g. friend) Randomly solicit students to contribute 3 different qualities. Write these where x, y, and z are shown. (Make sure they are conceptually different). Field clarifying questions about x, y, … Choose Two
For much of modern science, since the Enlightenment, animals were generally thought to be automatons: materialist robots programmed to behave in certain ways. Rene Descartes drew a sharp distinction between thinking beings, humans, and everything else, matter. 20th Century behaviorism continued to think of animals in this way but added humans to the mix. “Mind” … Animal Minds: puzzling over Puppies and Parrots
In the Judeo-Christian-Islamic traditions, one of the major problems for theists [those who believe that there is a God] is the “Problem of Evil.” It runs like this: If God is all-good, all-knowing, and all-powerful, how can there be evil in the world? Since we witness evil of various types, this presents a problem. There … The Problem of Evil
One of the central questions in Theology involves the nature of God. While religious studies employs different standards of proof that other disciplines in philosophy, one longstanding method has involved looking for logical consistency among different traits proposed. In this lesson, the Polish philosopher Leszek Kołakowski calls for us to think about the question of God’s … Can God be Happy or Sad?
Personal Identity I ask students to bring their baby or early childhood pictures to class. After they try matching names with images of their classmates, I ask a question about their own picture: Are you the same person today that you were at the moment captured in your photo? Students readily admit that their physical … Personal Identity in Memento
Romantic love – beautiful and intoxicating, heart-breaking and soul-crushing… often all at the same time! If romantic love has a purpose, neither science nor psychology has discovered it yet – but over the course of history, some of the most respected philosophers have put forward some intriguing theories. This video outlines five of these philosophical … Why Do We Love?
Materials needed: Paper and pen/pencil Description: Begin by having a loose discussion about the difference between “opinion” and “knowledge.” This should bring up claims about reasons, evidence, and proof. After a brief discussion about this difference, have the students write down three things they know. For each statement, have the students write down their best … Beliefs and Evidence
Materials needed: Piece of paper and writing utensil Description: First ask the students to imagine that the class is in a city-state and that the members of this class are the rulers of the city. We make the laws, rules, and judge cases. Often, cases are brought to our court and we make decisions on … Cases Before the Court
Materials needed: Piece of paper and writing utensil Description: Note: this session operates as a good follow-up to a lesson plan on beliefs and evidence more generally. Ask the students for some things that they know. Put a few examples on the board. Tell the students the following story. It’s important that, for most of the … What Do You Know?
Materials needed: paper and pen/pencil Description: Start by asking “What is a law?” Allow a number of students to speak to get several ideas on the table. Likely they will talk about rules, punishments, order, peace, and the government. The central idea found in these suggestions will probably be “a rule made by the government for … Laws
PLATO is part of a global UNESCO network that encourages children to participate in philosophical inquiry. As a partner in the UNESCO Chair on the Practice of Philosophy with Children, based at the Université de Nantes in France, PLATO is connected to other educational leaders around the world.
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