Topic: reasoning

Media Ethics

Media ethics considers the code of ethics or moral rules that govern our media and communication practices. Conversations about media ethics can include what values or principles should guide our choices with respect to the communication of events and ideas. Facilitators or teachers can briefly discuss what media ethics is with their students, then go Media Ethics

Noises in the Night

A NOTE FOR TEACHERS: I’m interested in helping young people think skeptically and philosophically about concepts like knowledge, belief, evidence, fact, and theory. I developed the Vinland Map exercise for this purpose (in a philosophy of science class for gifted teens); I then wrote Noises in the Night as a way of starting similar conversations Noises in the Night

The Vinland Map Exercise

I developed this exercise in a series of Critical Thinking and Philosophy of Science classes. It can raise a huge range of issues about knowledge; testing and confirmation bias; skepticism and how not to be gullible; the relationship between scientific and historical and common sense thinking; the relationship between key concepts like fact, belief, theory, The Vinland Map Exercise

Alive/Not Alive

Materials/Preparation: Before the session, write the names of various beings and things on note cards with one per note card. Examples include: CarrotsFlowersCarsFireDollsWaterDirtA squashed bugRabbits In the session: If the students are in a circle on the rug, place three pieces of paper in the middle of the circle. Write “Alive” on one, “Not Alive” Alive/Not Alive

What Are Your Demands?

Cover of Click, Clack, Moo Cows that type. 3 cows, chickened and duck typing on typewriter

In the book Click, Clack, Moo Cows That Type by Doreen Cronin, a group of animals refuse to produce for a farmer until he meets their demands. Read the story together (or watch a read aloud of the book online), then ask the children to make their own list of demands. Give them full freedom What Are Your Demands?

The Present

This lesson can be used either in a classroom or online. Plot Summary: In this short film, a child is sitting inside on a sunny day playing video games. Their mother comes home with a box and suggests they stop playing video games and open the present. Inside the box is a wiggly, excited, and The Present

The Imaginary House

toy house on snail

Materials needed: A paper and a pen.  Description: The imaginary house is a small activity to keep children’s imagination power alive. The activity starts with the facilitator assuming the role of a builder and home designer. Participants will be shown basic things like ceiling fan, table fan, Air Conditioners, television set; objects like a laptop, The Imaginary House

The Jigsaw Puzzle Game

colorful jigsaw puzzle

Materials needed: A picture (hardcopy/softcopy depending on the mode of lecture) Description: The selected picture should be divided equally in ratio with the number of participants and each participant should be handed over one part of the image. The facilitator will now ask the participants to guess the picture presented to them. Since each participant The Jigsaw Puzzle Game

Wants versus Needs Exercise


Step One: Distinguishing Wants and Needs  Give the students a worksheet with the following questions: 1. What are some things you want? 2. What are some things you need? 3. What is the difference between what you want and what you need? 4. Do all people have the same wants? 5. Do all people have Wants versus Needs Exercise

Beliefs and Evidence

Materials needed: Paper and pen/pencil Description: Begin by having a loose discussion about the difference between “opinion” and “knowledge.” This should bring up claims about reasons, evidence, and proof. After a brief discussion about this difference, have the students write down three things they know. For each statement, have the students write down their best Beliefs and Evidence