Blog Archives

How to Run a Session

This document gives clear instructions and guidance on how to run a run a Philosophy session using the Blooming Minds approach. There is crucial information on the nature of facilitation and details of techniques and strategies that can be used

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Posted in Beginner Plans, Explore

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

Personal Identity and Change

What are the things about us that make us who we are? There are many things about us that change over the period of our lives, and even over a single day, but are there some things that remain unchanged

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Posted in Creative Exploration, Explore, Personal Identity

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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Posted in Basics, Critical Reasoning, Explore, Knowledge

Truth and Lies

This session uses stories and thought experiments to explore the issue of truth and deception. What are our reasons for condemning lying? What impact does lying have on the liar as well as those lied to? Under what circumstances might

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Posted in Ethics, Explore

The Runaway Train

What factors are significant in making moral judgements? Do the consequences of an action matter more or less than the intentions behind it? Is it morally defensible to favour the well-being of those people we are close to over those

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Posted in Ethics, Explore
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