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

Open and Closed Questions / Agree-Disagree Game

Open questions play crucial role in inquiry and debate, especially, but not exclusively in philosophy. In this session we will distinguish between open and closed questions and try to formulate good open questions for debate. We will also introduce the

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Posted in Beginner Plans, Critical Reasoning, Explore, Thinking Together

Open-Closed Questions and Agree-Disagree game

Open questions play crucial role in inquiry and debate, especially, but not exclusively in philosophy. In this session we will distinguish between open and closed questions and try to formulate good open questions for debate. We will also introduce the

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Posted in Critical Reasoning, Explore, Thinking Together

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
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