Tolerance gone rogue: More troubles with relativism
“I guess what makes something right is how I feel about it. But different people feel different ways, so I couldn’t speak on behalf of anyone else as to what’s […]
“I guess what makes something right is how I feel about it. But different people feel different ways, so I couldn’t speak on behalf of anyone else as to what’s […]
Tweens and teens, however strong and resilient they may be as individuals, are collectively a vulnerable bunch. We hear a lot about how they’re susceptible to social exclusion, peer pressure, mental […]
“At a time when political rhetoric is riven with irrationality, when knowledge is…seen…as an encumbrance that can be pushed aside if it stands in the way of wishful thinking, and […]
The capacity to persuade is a vital currency: it fosters active civic participation and affords access to power in a democracy. Developing persuasiveness therefore has an important place in education. […]
“This was the best morning of my life!”, a Year 9 student enthused, following our recent philosophy workshops at Albert Park College’s Liberal Arts Festival. Students in Years 9 – […]
Our early experiments in preschool philosophy have been embraced by a local kindergarten. In weekly philosophy sessions, four- and five-year-olds are learning how to think deeply about big questions, how […]
The recent podcast episode ‘Debatable‘ from WNYC’s Radiolab got me thinking about formal debating and its relationship to the sort of collaborative enquiry we foster at The Philosophy Club. The podcast […]
We’re overjoyed that a culture of ‘thinking about thinking’ has taken root at Heatherhill Primary School as a direct result of our Big Questions philosophy program. We’d expected that our […]
This post is adapted from a talk we recently presented to artists and teachers at an ArtPlay event entitled “But Why? Philosophy and Art with Children”. Are art and philosophy […]
Guest post by Christina Majoinen. I first learned the basics of critical thinking in a class called ‘Analysing Arguments’ as a fresh first-year university student. Every class was a revelation. As I learned what an argument was, and the various ways arguments could go wrong, I felt simultaneously grateful and angry. I was grateful that I had taken this class, grateful that I had the opportunity to learn to distinguish between appropriate evidence for a claim, and what looks like appropriate evidence at first glance but actually isn’t. I was angry, however, that nobody had taught me any of this before.