Blog Archives

Knowledge, Sources and Certainty

Where does our knowledge come from? Do we have some hard-wired or intuitive knowledge, or are we born like a blank slate, gaining all of what we know from our experiences in the world? In this introductory lesson we will

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Posted in Critical Reasoning, Explore, Knowledge, Thinking Together

What is Philosophy?

WHAT IS PHILOSOPHY? The name ‘philosophy’ derives from two ancient Greek words ‘philos’ meaning love, and ‘sophia’ meaning wisdom. Why is wisdom so highly valued? How can it help us to live well? This lesson explores these questions and related

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Posted in Basics, Beginner Plans, Critical Reasoning, Explore, Knowledge

Dreams and Reality

Is it possible that we are dreaming right now? Could it be that the experiences we are having are not in fact being caused by the existence of real things existing independently of us, but are merely the figments of

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Posted in Creative Exploration, Explore, Knowledge, Ontology

Perspectives

We all have our own perspective or viewpoint, which affects the judgements and decisions we make in life. This lesson explores a number of questions and issues that arise from this fact: What factors influence our perspective and how aware

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Posted in Critical Reasoning, Explore, Knowledge, Ontology, Thinking Together

Knowledge for Beginners

In this session we investigate the different ways in which we come to know things and the reliability of different kinds of knowledge. One of the principle debates in Philosophy concerns whether or not reliable knowledge can be gained from

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Recent Praise
  • The Blooming Minds Handbook is an invaluable resource and used by both Year 4 teachers as a ‘bible’ in running sessions. The lesson plans are really well designed and the breakdown into stages of the lesson is very helpful. [Year 4 class teacher]

     

    The Blooming Minds Handbook for Teachers
  • My Year 5 class have been lucky enough to participate in Philosophy sessions with Kath for the past 5 weeks. Many children in my class have trouble maintaining friendships and there are often arguments and unhealthy gossip. There are also several children who display particularly difficult behaviour. Since the children have taken part in the Philosophy sessions, there has been a visible improvement in their attitude and outlook on their own behaviour. The sessions have had a significant impact on the way the children think and I often have conversations with them during the week in which they reflect back to the session. I often hear the phrase, “That’s like in Philosophy when Kath said…” or “It’s like we learned in Philosophy, we shouldn’t let our emotions push us to make bad decisions”. The phrases “I agree” and “I disagree” are now used regularly in the classroom, and the children readily speak about making decisions and using justification. I cannot begin to explain how pleasing it is for me, as their class teacher, to hear them reflecting in this way and using what they have learnt in the session to think about and improve their own skills and behaviour. Simply wonderful. [Y5 class teacher]

    Improving behaviour and reflective thinking