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This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical issues that relate to Artificial Intelligence (AI), artificial consciousness, automation, robotics and cybernetics. 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 PSHE/SMSC provision and is of particular interest to teachers of ICT/Computer Science and Design & Technology; it focuses on a wide range of topics such as: The implications of artificial intelligence for society, economy and day-to-day life Whether or not artificial consciousness is theoretically possible Self-driving cars and automated moral decision making The possibility of ‘Robot Rights’ and having moral duties towards artificial intelligence and robots The use of AI-operated drones in a military context The future of employment in a world of AI and automation   We’ve aimed to cover as many bases as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss! The big question asked in this session is “Will we ever create a computer that has an experience?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: How might Artificial Intelligence (AI) start to impact our lives in the coming decades? Which professions do you think are the least likely to be replaced by AI systems and/or automation? What rules could be programmed into a self-driving car to ensure that it never does anything evil? What are the potential risks and dangers of trying to improve human beings by using cybernetic implants? To what extent is it possible to do something unethical to a robot? and Would you ever vote for a political party that was constituted only of Artificial Intelligence (AI) systems?   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 resource is suitable for students aged 8-16; due to the flexible nature of the sessions design it can be used for multiple hour-long sessions or as a short stimulating tutor-group activity.

This ‘Fun Philosophy Lesson’ is focused on philosophical and ethical issues that relate to gaming, online gaming, video-game addiction, and Virtual Reality 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 PSHE/SMSC provision and is of particular interest to teachers of ICT/Computer Science and Design & Technology; it focuses on a wide range of topics such as: How should we behave when using online games? How can we identify and minimise “gaming addiction”? What are the benefits of gaming for individuals and society? How will VR technologies impact society moving forward? Do violent games promote violent behaviours?    We’ve aimed to cover as many bases as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss! The big question asked in this session is “What is the difference between a healthy and an unhealthy relationship to gaming?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: If you were a parent, would you encourage or discourage engagement with videogames in your household? Would it be sensible to spend one’s life entirely in virtual reality if that virtual world was a perfect one? What are some signs that we are spending too much of our time playing videogames? Can virtual reality be used for educational purposes? Why does gaming seem to be more popular with boys than girls?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Video games should be considered a form of art, just like movies and music.” “Videogames can produce real benefits for people” “Video games are responsible for decreased physical activity and rising obesity rates.” “In video-games: the characters we kill should be male and female 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 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 safe and responsible use of social media and online communication platforms. In this session we explore a broad range of ethical issues around internet use. 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 PSHE/SMSC provision and is of particular interest to teachers of ICT/Computer Science and Design & Technology; it focuses on a wide range of topics such as: Cyber-bullying Internet Censorship & Free-Speech Piracy & Intellectual Property Rights Doxxing Staying safe online “Screen Addiction” The impact of social media on physical and mental wellbeing Misinformation & deep-fake content   We’ve aimed to cover as many bases as possible when it comes to finding engaging philosophical and ethical issues for young learners to debate and discuss! The big question asked in this session is “How should we behave when using social media?”. Using a variety of engaging activities students will discuss and debate a wide range of other philosophical and ethical questions such as: Should social media platforms have a minimum age requirement? What are some good ways to defuse heated online arguments? Is it unethical to use ad-blocking software given that content creators often depend on advertising money? Which internet content, if any, should be censored by the government? How can people protect themselves against misinformation?   Students will also analyse and evaluate an eclectic mix of philosophical and ethical claims such as: “Schools should block all advertisements on the internet using ad-blocking software” “It is unethical to use social media to create a false persona.” “Parents should monitor their children’s internet usage at all times.” and “Anonymity should always be protected: no matter what a person says online”   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 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!