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This ‘Fun Philosophy Lesson’ delves into the compelling topic of Rights & Responsibilities, encouraging students to explore the philosophical, ethical, and practical dimensions of what it means to live in a society that values both individual freedoms and communal duties. This resource is suitable for students aged 8-16 and is ideal for Politics, Civics, Sociology, 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 philosophical foundations of rights and responsibilities How individual actions impact societal rights and duties The balance between personal freedoms and communal obligations Ethical dilemmas related to rights, such as free speech, privacy, and equality Practical examples of how rights and responsibilities manifest in daily life   The big question posed in this session is, “What does it mean to have rights, and how should we balance them with responsibilities?” Students will also explore other significant philosophical and ethical questions, such as: What is the difference between a right and a responsibility? How can societies balance freedom of the press with the right to privacy? Should animals have right? Which rights should they have? Are some rights more important than others? Which rights (if any) should people in our country have that they currently don’t have?   Students will analyse and evaluate a variety of philosophical claims, such as: “People have a responsibility to care for their elderly relatives.” “Having access to the internet is a basic human right.” “Everyone has the right to be treated equally, regardless of their gender.” “We should decrease the minimum wage. It would make everything cheaper” "“Every person has the right to choose where they live, regardless of immigration laws.”   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. 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 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 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’ 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 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’ 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!

This ‘Fun Philosophy Lesson’ explores the future of humanity through philosophical and ethical debates. It is suitable for students aged 8-16 and is ideal for classrooms focused on Philosophy, Ethics, Social Studies, and Science. This resource also supports your school’s SMSC (Spiritual, Moral, Social, & Cultural) education goals. Designed to be universal, it can be used by educators in any country, without being tied to any specific political or cultural framework. 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 Social Studies. It covers a wide range of thought-provoking topics, including: The ethical implications of technological advancements Humanity’s responsibilities toward the environment and future generations The balance between progress and preserving human values Visions of a utopian or dystopian future The impact of artificial intelligence on human identity The big question posed in this session is, “What will humanity’s future be like?”   Students will explore other significant philosophical and ethical questions, such as: Should humanity prioritise innovation or sustainability? How can we ensure that technological progress benefits everyone? Is it ethical to use artificial intelligence to replace human decision-making? What responsibilities do we have to future generations? Can humanity overcome global challenges like climate change and inequality? Students will also analyse and evaluate a range of philosophical claims, such as: “Technological progress always leads to a better society.” “It is better to be born today than it was to be born 500 years ago”" “Humanity has a moral duty to colonise other planets.” “AI should never have the same rights as humans.” “Everything is impermanent: including humanity”   This session uses our unique teaching format, featuring an integrated menu with options for starters, mains, plenaries, assessments, and end-of-lesson reflections. With a diverse selection of activities—debates, discussions, and philosophical reflections—the resource is reusable for multiple lessons. Perfect for P4C (Philosophy for Children) sessions, it provides a rich environment for fostering deep, critical thinking. The file is provided as a non-editable PowerPoint Show, requiring no additional planning or preparation. Simply run the file, and the intuitive menu system ensures easy delivery of a transformative philosophy session!

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 ‘Fun Philosophy Lesson’ is focused on ethical issues relating to warfare, conflict, peace, and the ethical use of violence. It’s ideal for students studying History, Philosophy, Ethics, Religious Studies or Citizenship, and whilst it can be used with younger students, it is most suited to students aged 10-16. 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. Please note: teacher discretion is advised, please be mindful of the sensitive nature of this topic and of students in your classroom who might be particularly effected by these issues. This interactive multi-use learning session will be of particular interest to teachers looking to explore the ethics of war and conflict. It focuses on a wide range of topics such as: The ethics of war and when, if ever, war is justified The moral implications of targeting civilians in conflict The difference between just and unjust wars The role of pacifism and non-violence The impact of modern warfare technology on ethical decision-making The balance between national security and global peace   We’ve aimed to cover as many issues as possible to engage young learners in debating and discussing the ethics of war, peace, and conflict! The big question asked in this session is “When (if ever) is it morally permissible to go to war?” Using a variety of engaging activities, students will discuss and debate a wide range of other philosophical and ethical questions such as: What rules should govern the conduct of soldiers during war? Are drones and automated weapons more ethical than traditional warfare? Is absolute pacifism realistic?   Students will also analyse and evaluate a broad spectrum of philosophical and ethical claims such as: “There should be no rules in a morally justified war” “The invention of nuclear weapons was, ultimately, a good thing” “Humans are naturally prone to violence and conflict” “Violence can be used for good” and “Men and women should both fight in wars in equal numbers”   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 thought-provoking 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’ is focused on philosophical and ethical issues that relate to music: its production, appreciation, value, evaluation and role in human life. This philosophy teaching resource is designed for students aged 8-16. 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 Music Teachers; it focuses on a wide range of topics such as: The value of music Objectivity vs subjectivity in music appreciation Different ways of evaluating music The role of music in human life and How musicians contribute to society Ethical issues relating to music production   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 the music classroom! The big question asked in this session is “Is some music objectively better than other music or is it just a matter of opinion?”. 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 music and noise? Why do we sometimes enjoy listening to music that evokes unpleasant emotions such as sadness or anger? Why do people have different tastes in music? Can music be objectively evaluated, or is it entirely subjective? What role, if any, should AI have in the production of music? and What would happen to people and to society if music was outlawed?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “It is morally wrong to download copyrighted music illegally” “Our tastes in music are simply the product of our environment” “Live music is the ultimate way of experiencing music” “A truly talented artist should never use autotune” “You can tell a lot about a person by the music they listen to” and “All genres of music are equally valuable”   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 philosophical and ethical issues that relate to history, the challenges faced by historians, and the study of history. This resource is designed for students aged 8-16. 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 History Teachers; it focuses on a wide range of topics such as: The value of studying history The forces that shape the unfolding of history Objectivity and bias in the study of history The ethical responsibilities of historians Different ways of approaching history Moral relativism in studying history   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 history! The big question asked in this session is “To what extent can we ever truly know what life was like for people in the past?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What would happen if studying history was banned and all history books were destroyed? Why do you think history is taught in schools? Can one person really change the course of history? Does history show humanity making ‘progress’, what do we mean by the term ‘progress’ and is it a valid concept? What are the potential consequences of misrepresenting the past? Are some actions objectively evil: regardless of the time, place, culture and situation in which they occurred?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “The interpretation of history can never be truly objective” “Nothing shapes history more than technological advances” “If I had a time-machine I would prefer to go forwards than backwards in time” “The fall of empires is primarily due to moral decay.” “Since the victors write the history, we cannot trust most historical accounts” 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 philosophical and ethical issues that relate to literature, fiction, and poetry. This resource can be used with students aged 8-16. 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 English Literature; it focuses on a wide range of topics such as: The importance of fiction in human life The relationship between fiction and reality The ethical duties that authors potentially have The increasing role of AI in book-writing The personal and societal benefits that can be derived from engaging with literature Debates around censorship and the banning of books   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 literature! The big question asked in this session is “To what extent does human life depend on fiction?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: How can reading a work of fiction benefit our lives? What determines the value of s specific work of fiction? Is it possible to get too lost in works of fiction, fictional worlds, and the escapism of reading novels? If AI becomes better at writing novels than humans, why might people still prefer to read human-authored works? What is the value of ‘dystopian’ literature?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “It’s possible to learn moral lessons from fictional stories.” “A work of fiction should never be censored or banned.” “A book can change an entire society” “I would never read a novel written by AI” “Authors must never demonise a specific group of people.”   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 strange paranormal beliefs and people who claim to have supernatural powers. This resource can be used with students aged 8-16. It’s one of our many resources focused on dispelling misinformation and nurturing critical-thinking skills for the information age. Disclaimer: this topic deals with some topics (such as the performance of miracles and the existence of an afterlife) that may not be appropriate for some schools. 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 Psychology, Critical-Thinking, & Philosophy it focuses on a wide range of topics such as: The existence of ghosts, UFOs, demons, and other paranormal phenomena The plausibility of those who claim to have supernatural powers: faith-healers, psychics, mediums etc Parapsychology: the scientific investigation of paranormal and supernatural claims   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 paranormal and supernatural phenomena! The big question asked in this session is “Are paranormal phenomena (e.g. psychics, ghosts etc.) real?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: To what extent is it reasonable to believe in some supernatural phenomenon? People from all cultures throughout history have reported ghost sightings, if ghosts aren’t real, how can we explain these reports? To what extent should we believe that UFOs exist and have come from other planets? Why do many people still believe in the power of magical spells, curses, and witchcraft?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Some people have supernatural abilities” “If something cannot be shown to exist by science: it doesn’t exist” “All of us had ‘past lives’ and its possible for some people to remember them” “Astrology is a waste of time and has no grounding in reality”   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 the free-will vs determinism debate. This resource can be used with students aged 8-16. 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 Philosophy & Ethics, it focuses on a wide range of topics such as: Determinism Free-will Fate / Destiny Moral Responsibility Responses to Evil   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 the free-will and determinism debate! The big question asked in this session is “What external factors influence the decisions and choices you make?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: What circumstances existed before we were born that influence where we will end up in life? To what extent do you have a destiny that you will inevitably fulfil? To what extent is everything the result of cause and effect? How does our genetics and biology impact the choices we make? Is a ‘bad person’ born bad or is their behaviour the result of circumstances and conditions outside of their control?    Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Everything that happens was set in motion a long time ago” “The precise moment of my death is already determined, nothing can change it” “I am in control of my own destiny” “Whether I succeed or fail in life is the result of factors outside of my control” “Free-will is an illusion”   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!

This ‘Fun Philosophy Lesson’ is focused on philosophical and sociological debates around the nature of society. This resource can be used with students aged 8-16, it is especially well-suited to Sociology and Social Science classrooms and would serve as an excellent ‘taster lesson’ for GCSE Sociology. 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 Sociology Teachers it focuses on a wide range of topics such as: The nature of society The differences between functioning and dysfunctional societies What helps societies to function Social justice and creating a fair society The relationship between individuals & society   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 sociology! The big question asked in this session is “To what extent is inequality necessary for society to function?”. 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 purpose of the government? What would society be like without laws? What is the difference between a functional and a dysfunctional society? Why do some people succeed in life whilst others fail? Should we increase taxes on the very wealthy in order to pay for public services?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “We live in a fair and just society” “I can think of one way to improve the political system in this country” “Human beings were better off living in small tribes (e.g. 20,000 years ago) than living in a modern society” “People in this society are not actually free: even if they think and believe otherwise” “The rich deserve to be rich, the poor deserve to be poor.” “Feminism has made society a better place for both men and women”   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 business ethics. It’s ideal for Business Studies students and, whilst it can be used with younger students, it is most suited to students aged 12-18. 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 Business Studies Teachers it focuses on a wide range of topics such as: The difference between ethical and unethical companies The nature of corporate social responsibility Environmental issues relating to business ethics How a business’s ethics can impact profits   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 business ethics! The big question asked in this session is “What rules should businesses follow in order to be ethical?”. 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 an ethical and an unethical business?” “What moral issues arise when running a business?” “Why is it important to have a minimum working age?” “To what extent should ‘whistleblowers’ be protected by law?” “Which industries are seen to be inherently morally problematic by many people?” “What moral issues arise from using cheap and unregulated labour forces in less developed nations in order to save money?”   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “In the long-run, unethical businesses are less profitable than ethical businesses” “It is always wrong to aim advertisements at children” “Businesses should always employ an equal number of men and women” “We should double the minimum wage in this country” “The majority of businesses do more harm than good when it comes to 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. 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 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 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. 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 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 philosophical and ethical issues that relate to law, crime, policing, and the criminal justice system and is ideal teachers working with students aged 8-16! 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 school’s P4C work and is of particular interest to teachers of PSHE, Ethics, Citizenship & Law it focuses on a wide range of topics such as: The nature of laws The causes of crime How we should respond to crime Capital & corporal Punishment The role of the police in society The rights of criminals   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 is the best way to deal with criminal offenders?”. 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 fundamental purpose of laws? Why do different countries have different laws? To what extent are prisons an effective punishment? Why do some people commit crimes whilst others do not? and To what extent is poverty the main driver of crime?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Some criminals should be executed for their crimes” “Some of the laws in our country need to be changed” “It would be ideal if 100% of crimes were identified and their culprits punished” “Prisons are the best way to punish those who break the law” “Those who commit violence should be punished with violence” (corporal punishment)   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!