The lesson is part of a series of lessons looking at Philosophical Thought Experiments. It has been used with Sixth Form students as part of an elective program to broaden their understanding of Philosophy (especially if they are not studying Philosophy for A Level). The aim to get students thinking in a philosophical way, asking and answering questions during class discussion. There are links to videos found on YouTube to support the learning and these can be found within the presentation. Some fascinating discussion and deep thinking should result! This particular lesson focuses on The Trolley Problem and considers how we make moral decisions; is utilitarianism enough? Are there certain actions that are inherently wrong?

A fully resourced lesson focused on philosophical responses to the problem of evil. The lesson looks at Other Christian response ( John Hick) and Non-religious response (Epicurus, David Hume and John Mackie). The lesson follow Eduqas, Route B spec.

This is a complete unit of work, covering around 14 hours of teaching time. This resource includes a range of activities, lesson powerpoints, a student booklet which follows the powerpoints and assessments. It encourages philosophical discussion about evil, explores theodicies and a case study of the Holocaust to question whether God can exist even though there is evil in the world. This is a complete unit, ready to teach! It covers: The problem of evil and the inconsistent triad Natural and moral evil Augustine’s theodicy Soul-making theodicies The rise of anti-semitism and Auschwitz Holocaust denial Jewish responses to the Holocaust and problem of evil Psychological explanations for evil, from Milgram and Zimbardo Assessments, including extended writing responses and multiple choice tests I personally find this unit most appropriate to teach in Year 9 as a good step to prepare for the GCSE, though it may also work well with Year 8. Please leave a review, and happy teaching!

A Level Philosophy, Epistemology, the unreliability of the senses, optical illusions, Hume and the problem of induction, Hume on causation vs constant conjunction.

Here is a model essay, A/A* grade, for the question ‘Critically analyse the philosophical problems of God being omnipotent’.

A Philosophy Mini-Curriculum for Primary PDF - scripted lessons for Primary School Educators. EYFS Lessons - Optional use of Socrates Doll Socratic Method: Plan, script - question sorting and introducing ‘Big Questions’ What is ‘real’? Plan - thinking about where knowledge comes from and whether we can tell if something is real or not. Discusses personhood. Years 1 and 2 Lessons What’s the Big Idea? Plan - an introduction to philosophy and some of the big ideas it delves into. How Did the Universe Come to Be? A discussion-based unit about creation and the idea of God. Year 3 Lesson What is the Difference Between Knowing and Believing? Plan - a look at observation, faith and miracles. Year 4 Lesson Morality: How do People Make Moral Decisions? Plan - a look at how people justify moral decisions with logical arguments. Year 5 Lessons Utilitarianism Parts I & II - Plans, Presentation, Scenario Cards - a look at Bentham and Mill’s system for moral decision making. Ontology: Plan, Presentation - A look at the Ontological arguments for the existence of God and its problems. Year 6 Lesson Plato’s Cave: Plan - A look at the role of the philosopher in society and the idea of knowledge through revelation. Primary Range Home/School Lesson 1 The Purpose of Things: Plan - A discussion-based enquiry into the purpose of everyday things. It examines the ‘why’ of objects, both made and naturally occurring. An introduction to teleology. Lesson 2 Of Superheroes and Miracles: Plan and Presentation - A discussion-based enquiry into the origins of the idea of the ‘superhero’. Encompassing believability, scepticism, Hume and his views on miracles. Lesson 3 Morality with a Buddhist Focus: Plan - A discussion-based enquiry looking at morality and the externalised, spiritual drives behind it. Encompassing non-spiritual reasons of morality, inviting discussion about internal morality as well as a starting point to study belief in karma. Lesson 4 Knowing VS Believing Part 1: Plan - A discussion-based enquiry looking at the difference between ‘Knowing’ and ‘believing’. Part 1 covers magic tricks and the senses as a source of ‘fact’. It asks whether scientists need a little belief in their line of work too. Introduces concepts such as dark matter. Lesson 5 Knowing VS. Believing Part 2: Plan - A discussion using Flew’s The Invisible Gardener Parable. How do we know things? Is there a battle going on between science and belief? Do scientists believe? An introduction to the Falsification Principle. For more and the accompanying Free presentations can be found on my website by googling philosophy in ks2. These are made using ‘creative commons’ pictures and so are not subject to copyright.

AQA GCSE Religious Studies – Paper 1 Christianity: Beliefs (The Nature of God) This lesson explores the problem of evil and suffering, a key philosophical and theological issue within Christianity. Students will revisit the core qualities of God—namely, omnipotence (all-powerful), omnibenevolence (all-loving), and omniscience (all-knowing)—and investigate how these beliefs appear to conflict with the existence of evil and suffering in the world. The lesson includes an introduction to the logical and emotional problem of evil, and allows students to evaluate Christian responses to the issue through theodicies, such as the free will defence and soul-making theodicy. Learning Outcomes: Recall key qualities of God according to Christian belief. Explain how the existence of evil and suffering challenges those qualities. Explore and consider Christian responses (theodicies) that defend God’s nature despite evil. What’s Included: Engaging and visually appealing PowerPoint presentation A starter activity recaps prior knowledge from scheme of work (SOW), helping students to connect new learning to what they already know. Video-based exploration of the problem of evil Throughout the lesson, **questioning activities **are used to promote discussion, check understanding, and encourage participation. Differentiated Student worksheet Students will complete a deliberate practice question to develop their assessment skills and apply their knowledge with scaffolding The lesson concludes with a final activity that allows students to consolidate their understanding and reflect on what they have learned. Why Choose This Resource? Directly aligned with AQA specification content Breaks down a complex philosophical issue into accessible steps Encourages critical thinking and debate Supports both AO1 knowledge and AO2 evaluation skills Includes all necessary materials for a complete lesson or revision session

Use the news to get inside the curriculum. News story, class activities, glossary and discussion points. Get the debate going in citizenship, religious studies or English and media with this news story written for classroom use.

The problem of Other Minds (Solipism) Typed notes about: Mills argument from analogy Wittgenstein Private Language Satre and Heidegger's criticisms Student tasks are upon the worksheet along with example exam questions

The Philosopher’s Hat Game Objective: Explore different philosophical viewpoints. How to Play: Participants choose a hat and must argue a viewpoint from that philosopher’s perspective on a given issue. Encourage creative interpretations and lively discussions. Great as an A Level lesson, for philosophy clubs, or open days.

This resource contains a complete lesson on ‘Philosophical scepticism’ as part of the Epistemology unit for AQA’s A-Level Philosophy course. The lesson focuses on theory and skills on debate/oracy as well as higher-order thinking. For further activities and guidance, please use the official AQA A-Level Philosophy textbook.

This resource is aimed at AQA A Level Philosophy. It can also be used with IB, Scottish Highers and international KS5. It includes Philosophical Zombies (particularly through David Chalmers’ version), property dualism and its appeal to qualia and phenomenal properties of experience. The slides should deliver a lesson of approx 60 minutes but could also suit 75-90 minutes with questioning and student activities, which are in slides.

Bring the Problem of Suffering and Evil to life with a ready-to-use student booklet designed for SQA National 4 RMPS. It explicitly targets Unit Outcomes 1.1, 1.2, 2.1 and 2.2, with literacy links to Lit 4-09a and LIT 4-28a. • Structured sections on: Types of suffering; Natural evil and natural disasters; Moral evil and crime; Supernatural evil and possession; Qualities of God; and the classic problem of suffering with theodicies. • Engaging activities: riddles and starters, Venn diagrams, data handling of disaster and crime stats, a fact-file research task, news-report writing, a responsibility scale, and an evidence-board project. • Case study: The Devil Made Me Do It – a detailed, question-led exploration of the 1981 Brookfield case, perfect for critical thinking and evaluating claims. • Text and belief analysis: students work with contrasting voices including Fry, Leibniz, C S Lewis and Darwin to compare religious and secular responses. • Retrieval and assessment: SQA Outcome challenges embedded throughout plus an Outcome Retrieval section for re-drafting and evidence of progress. • Creativity options: Dante’s Inferno nine levels task, superhero ‘qualities of God’ comic strip, and six-word stories to support expression and recall. Skills and differentiation • Meta-skills are signposted across the unit, including Empathy, Sense-Making, Focus, Curiosity, Initiative and Critical Thinking. Tasks are scaffolded with sentence frames, choice grids and step-by-step prompts to support mixed-attainment classes. Format and use • PDF student booklet. Print and go, or project pages for guided completion. Ideal as a mini-unit or to dip in for standalone lessons. Suits National 4 RMPS and adapts well to lower KS4 or upper KS3 RE and Philosophy. Keywords: RMPS, Problem of Evil, suffering, natural evil, moral evil, supernatural evil, theodicy, Christianity, Humanism, SQA National 4, data analysis, literacy, meta-skills.

BHA’s educational resources are for teachers who want to make RE, Citizenship and PSHE properly inclusive, and for students researching assignments. They are all PDF resources and you will need Adobe Reader to view and print them. Most of these resources for students of all ages outline how humanists approach a range of issues. They contain discussion questions, further reading suggestions and web links, as well as a humanist perspective. (Please note that they are not intended to be definitive or prescriptive statements about what all humanists think or BHA policy.)

Here is a table with all the philosophers on the OCR A2 Philosophy And Ethics Course from the philosophy side. Within the table are all of the philosophers opinions and arguments for the course topics along with criticisms from other philosophers. I will add one for all of the philosophers in the Ethics part of the course soon. A great resource to cement the knowledge into your head as it is written in understandable and relevant language.

This resource contains a complete lesson on the theories of ‘Property Dualism - The Philosophical Zombie argument’, including criticisms and any relevant defences, as part of the ‘Metaphysics of the Mind’ unit of AQA’s A-Level Philosophy course. Please note that, whilst this contains all relevant learning materials, this should be used in conjunction with the official textbook.

Here is a table with all the philosophers on the OCR A2 Philosophy And Ethics Course from the ethics side. Within the table are all of the philosophers opinions and arguments for the course topics such as conscience, and sexual ethics. I have also made one for all of the philosophers in the Philosophy part of the course. A great resource to cement the knowledge into your head as it is written in understandable and relevant language.

Ancient Philosophical Influences for OCR A Level Religious Studies Philosophy of Religion. This is the full unit broken down into detailed individual lessons within two PowerPoint presentations, one being 3 lessons on Plato within 35 slides and one 4-5 lessons on Aristotle within 47 slides. Included are information worksheets on both philosophers and a series of tasks covering key themes including the Allegory of the Cave, Theory of the Forms, the Four Causes of Aristotle. Included is also an assessment essay guidance sheet used for a formal assessment of this unit’s learning. These resources cover the full unit in a circa 8 lesson scheme and include class, homework and assessment opportunities within.

A fully resourced lesson on the main problems associated with miracles, with particular reference to the Bible. Two key theistic responses are then analysed and considered in the plenary. I hope you find this helpful- any comments would be great!