Area: Science

Mind Games

Illustration from Jiaqi Emily Yan's animated short film "Mind Games" featuring a pink brain coloring on the sidewalk

This lesson can be used either in a classroom or online.  Plot Summary: In Jiaqi Emily Yan’s animated short “Mind Games,” a child sits bored at a school desk, trying to focus on classwork. Their brain jumps out of their head, stuffs it with books, and heads outside to play while the child robotically regurgitates Mind Games

Identity Activity: What makes you, you?

ship landed on icy covered land

Materials needed: Lesson plan (warm-ups, story, and game) Space for participants to form opposing groups Description: Before presenting participants with the thought experiment, engage them in at least one warm-up. For first time philosophers and/or for longer class periods, warm-up using the “Philosophy Warm-Up” prompts below. If the group has already developed basic ideas about Identity Activity: What makes you, you?

Truth, Lies and Bullshit

Part 1: What is the difference between Truth, a Lie and Bullshit? Students should begin by writing brief definitions of these words: TRUTH, LIE, SATIRE/ JOKE, FICTION, MISTAKE, BULLSHIT (or, politely, BS) What is the difference between truth, lie, satire/joke, fiction, mistake, and BS? After 10 minutes, discuss how these concepts overlap and differ from each other.  It Truth, Lies and Bullshit

Animal Minds: puzzling over Puppies and Parrots

parrot perched raising wings

For much of modern science, since the Enlightenment, animals were generally thought to be automatons:  materialist robots programmed to behave in certain ways.  Rene Descartes drew a sharp distinction between thinking beings, humans, and everything else, matter.  20th Century behaviorism continued to think of animals in this way but added humans to the mix.  “Mind” Animal Minds: puzzling over Puppies and Parrots

What Do You Know?

Materials needed: Piece of paper and writing utensil Description: Note: this session operates as a good follow-up to a lesson plan on beliefs and evidence more generally. (1) Ask the students for some things that they know. Put a few examples on the board. (2) Tell the students the following story. It’s important that, for most What Do You Know?