Philo

Philosophy
Introduction to Philosophy:
Student Activities
(Intermediate 2 and Higher)
7777
Summer 2000
HIGHER STILL
Philosophy
Introduction to Philosophy:
Student Activities
Intermediate 2 and Higher
Support Materials
Tutors notes
Introduction to Philosophy: Student Activities
Contents
Page
Teaching Plans
Ice Breaker activities
Analysing arguments / Fallacies
13
Study skills - Mind mapping,
25
Mnemonics
Discussion Is eating people wrong? 35
NOTE TO TUTORS
These materials are designed to introduce students to philosophy, as many

of them will be studying it for the first time. The materials in this unit do
not form a specified part of the required course for either Int2 or Higher
Philosophy but they do focus on the skills,which will need to be
developed skills such as critical thinking and discussion skills.
It also offers some revision techniques which students may want to use
throughout the course to help them prepare for internal assessments and
the external exam.
The course is designed perhaps for use in the introductory weeks in
June or at the start of the new term in August but also aims to provide
materials, which can be used with other units.
One text is referred to for use in this unit
Nagel, T
1991
What does it all mean? Oxford University Press
Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)
Introductory Unit Teaching Plan
TUTORS NOTES
1. Students complete icebreaker people search and then

complete the Get thinking exercise.
PURPOSE: To allow students to get to know each other and get
them thinking.
2. Students complete the What I believe sheet.
Then play the Balloon game and compare their answers to
what they said they believed.
PURPOSE: To introduce discussion techniques using the topic
What is the Meaning of Life.
3. Students look at quotes on worksheet The meaning of life
and then discuss as a group which ones they agree with.
Students read Nagel What does it all mean? Chapter on the
meaning of life as homework.
Students take notes on Nagel using the notes help sheet.
PURPOSE: To continue to practice discussion and try
philosophical reading.
4. Students complete activities on good/ bad arguments and
fallacies.
Students complete a practise critical thinking exercise on an
advert / TV programme etc.
As homework, students then complete a critical thinking
exercise on whether there is meaning to life.
PURPOSE: Critical thinking. Students are introduced to good
and bad arguments and what makes them so.
TUTORS NOTES
5. Students read information on the nature of the brain and

complete introductory exercises on mind mapping.
Students complete a mind map on the meaning of life as a
group or individually.
PURPOSE: To introduce mind mapping as a revision and study
technique.
6. Students are given mnemonics sheets to read.
PURPOSE: Introduction to philosophical terms and issues for
next term. Introduction to mnemonics as a revision
technique.
7. Students complete a variety of exercises on what is right/
wrong and discuss the issue Is it morally wrong to eat
someone?
PURPOSE: To continue the development of skills such as
discussion and critical thinking.
PHILOSOPHY PEOPLE SEARCH
STUDENT TASK
Find someone who can tell you

the most interesting fact about a
philosopher. Write it down here
(with the name of the
philosopher).
Find someone who owns an

unusual pet. What is it?
___________________________
___________________________
___________________________
_______________________
Find someone who has seen a

film you have seen too. What is
it?
Find someone who gives

you the most interesting
answer to the question
What is the meaning of
life? Write what they say
below.
_________________
___________________________
Find someone who gives you

the most interesting answer
to the question Why did you
take philosophy? What did
they say?
_____________________
_____________________
_________________________
_________________________
Think about the question Is it

ever right to kill? Find someone
who agrees with what you think
and with your reasons for
thinking this.
Who is it?
_____________
_____________________
__________________________
GET THINKING
STUDENT INFORMATION
1. Different people use the same words for colours but their
experience of that colour is not the same.
Colours you see depend on the precise structure of
your brain and everyones brain is unique.
2. Our life after death depends on what we did throughout our whole
life, not just what we did just before our death.
If someone has a car accident and her personality changes from a
nice one to a nasty one and she dies a year later, it seems unfair
that she should be punished for this.
3. Scientific theories change all the time so in the future scientists

could believe almost anything, even go back to thinking the sun goes
round the earth.
With all the discoveries being made in science now,
it is impossible to know just what they will discover next.
4. Most of what we believe, including beliefs about right and wrong,

is unscientific rubbish.
We get ideas about right and wrong from our parents but
there is very little evidence to prove that they are true.
This
is
*****
In centuries to come, people will look at what we believe as superstitious

nonsense.
STUDENT TASK
GET THINKING
This task will get you thinking for

yourself and show you that people
all think in very different ways.
Read the sheet with the 4 claims on it. Think about each of
them.
After you have found your reactions; see which of the 4
reactions (a) to (d) is nearest to what you think. Write down
your answers e.g. 1 (b) 2 (c)
(a)
Silly:
Does not make sense
(b)
Impossible:
There is no way this could be right.
(c)
On the way to Although I dont agree with how it is

The truth:
written here, there could be good
reasons for believing this.
(d)
True:
I agree with this.
This activity adapted from an activity in Morton,A Philosophy in Practice Blackwell (Oxford 1996)
What I Believe
STUDENT TASK
The beliefs that you have, will influence what you think the purpose of
life is (if anything!).
This task allows you to look at what is important in your life.
Instructions
Look at the following list and choose the 10 most
important beliefs for you. Write them down in
order of importance.
Having time alone
Having time to use my imagination and creativity
Being healthy
Being liked by other people
Earning and having money
Loving and being loved
Having free time
Getting to know myself better
Having a happy family
Doing well in school
Appearance (dressing and looking good)
Being a responsible person and feeling in control
Being smart and intelligent
10
THE BALLOON GAME
STUDENT TASK
This game will show what is really important to you.

After completing it, compare your answers to the
answers you gave to the What I Believe sheet.
You are in a balloon trying to circumnavigate the
globe. Suddenly, you start to lose height. To
survive you have to get rid of some items from
your stocks.
Decide the order in which you would get rid of
the following:
(Note that all items in the categories mentioned
will go).
Discuss your answers with your group.
Food
Drinks
Clothing
Toiletries
Family photos
Radio
First Aid kit
Navigation equipment
Utensils for cooking etc
Diary/Log book
11
THE MEANING OF LIFE
STUDENT TASK
This task will help you to reflect on what you think life
is about and hear the ideas of other people in your
group.
Read the following quotes and decide which ones you
Agree with
Disagree with
Be prepared to give reasons for your answers.
Life is like a box of chocolates.you never

know what you are going to get
Lifes a bitch ..and then you die
Life is love, joy and valuing each other
Life is full of ups and downs
Life is what you make it
12
Taking notes
* Read the following information

* Take notes in the boxes provided
STUDENT TASK
T.Nagel
What does it
all mean?
Chapter on
the purpose
of life.
Why do some say that nothing matters? Why is it hard to find a

point to life?
Why cant we just say we matter to others? What does he think

about us serving God?
Why does Nagel think we shouldnt worry about finding the

meaning of life?
13
14
ANALYSING ARGUMENTS
STUDENT INFORMATION
One of the most important skills in philosophy is being

able to see whether an argument is a good one or a bad
one.
You will learn this skill so read on!
WHAT IS AN ARGUMENT?
This might seem like a silly question obviously an argument is
when 2 or more people disagree about something e.g.
You cant
stay out
till 11pm
I will if
I want
to!
The definition above is true but it is a limited definition. Look at this

example and compare it to the first. What is different about it?
You cant
stay out
till 11pm.
Why not?
Everyone
else can!
The first example is just two people disagreeing. In the second

example the girl gives a reason for her point of view. This means
her dad will have to think of a response. His response should try
and give her a reason to justify his position.
An argument must include one reason and one conclusion
with the reason intended to support the conclusion.
Giving reasons to support a conclusion is crucial in an argument.
15
Exercise on finding arguments
STUDENT TASK
Which of the following passages are arguments and which

are not?
1. Banning the sale of fur would not be a good idea. It would
mean the price of fur on the black market would increase
enormously.
2. Cigarette makers in Britain have to put health warnings on
their adverts. Young people are most likely to buy cigarettes
that are heavily advertised. Cigarette advertising has been
banned in some countries.
3. Local councillors are there to serve everyone in the
community. The only way to do this properly is to be
independent of any political party. Local councillors should
be independent of any political party.
How can learning about arguments improve our

thinking?
They are used in every area of life at work, in education,
at home.
It also helps if you are arguing with a friend
you might actually be able to keep calm!
When people argue, they often have bad habits, which make
their argument weak. If you can spot these you can argue
against them without having to put forward any of your own
arguments. Being aware of bad arguing habits will also help
you to make better arguments.
16
INTRODUCTION TO FALLACIES
STUDENT INFORMATION
This sheet is designed to introduce you to:

What a fallacy is
Why it is important to know this and how this knowledge will help
you in every day life.
Sounds like a nice

foreign biscuit to me but
that would be too good
to be true!
In English the word means

or
a mistake in reasoning
a false assumption
In logic it is used for arguments where the premises do not really imply the
conclusion but the argument is psychologically persuasive.
In other words a bad argument that it is hard to spot because the way it is
put across makes us think that it is a good argument.
Fallacies are committed a lot, to try and persuade us to agree with a

particular argument. They are used by all sorts of people (even teachers!)
and if you are not trained to spot them, they can take you in. Using bad
arguments is sometimes done deliberately and this is similar to cheating in
sports/exams. You are winning by playing outside the rules.
If the arguments persuade you to agree they havent done this fairly
because you havent been given the real argument. Imagine feeling you
have to agree with your teacher even though you dont really want to and
then finding out that they have used a fallacious argument!
If you can spot fallacies you are less likely to commit them yourself.
If you study fallacies because your
teacher says you should you have
accepted a fallacious argument! You
are doing it because the teacher is in
charge and not because it is a good
idea.
17
STUDENT INFORMATION
Some arguments leave us feeling that the
author has moved too fast and that the
conclusion is a long way away from the
initial reasoning.
Here is an example:
There are too many people begging on our streets and some of them make a good
living out of it. If we dont stop people begging well soon find that most of the
unemployed people will start doing it to top up their benefits. Once they do it, people
on low wages will not want to work when they see people making money for doing
nothing. Once those on low wages take up begging, students at school wont see the
need for getting qualifications. Theyll start begging rather than go to school. It
wont be long before begging is the main option for people and our whole economic
system will collapse.
As you can see the author has gone very quickly from people begging on
the streets to the collapse of our whole economic system. The problem is
that the moves he/she makes are all too big to be justified and if we are
not examining each move it is not too long before we are well on the way
down the slope.
The moves in the argument above are suspect right from the word go.
Moving from the fact that there are a lot of beggars to the idea that
most unemployed people will start begging is not justified. The next
step to the low-paid becoming beggars is not justified either and
already we are sliding down the slope fast.
I wish the writer would be
more careful, this slope is
getting harder and harder
to stay on!
18
Think about the following topics and create an argument about

them which involves you going down a slippery slope.
STUDENT TASK
19
STUDENT INFORMATION
Ad Hominem against the man
This is when the arguer attacks the

character and motives of the person
using the argument rather than the
argument itself.
Here is an example:
The people who are against genetically modified crops say that they are damaging to the
environment. This is clearly not true. These people are just determined to stop a valuable
method of research if necessary by acting illegally. They are a bunch of emotional dogooders who behave like yobs.
The person speaking in the argument above is trying to show that genetically modified
crops are not damaging to the environment (sentences 1 + 2). But instead of giving
reasons to support this conclusion, the speaker attacks the people who are against
his/her point of view.
Even if the accusations against the protesters were true the argument does
not work because there are no reasons given to show that genetically
modified crops do not damage the environment.
There are some times when it is justified to refer to a persons character. In an
argument over whom should get a job for example. This is not committing a fallacy.
Of all the people who have applied for the job of nursery nurse, Mrs Scream is the last
person we should consider. In her previous job she was given a written warning for
shouting at the children.
In this example the evidence about Mrs Screams character is relevant to (and
probably enough to) conclude that she should not be given the job. By applying she is
saying that she thinks she is the best candidate for the job. The evidence about her
character gives a relevant reason to say she is not.
If Mrs Scream gets the
job Ill start to scream
and I am an expert at that
so theyll be sorry!
20
Look at the following examples and work out

whether they are examples of the fallacy
i.e. they are attacking the arguer unjustifiably.
STUDENT TASK
1. The headteacher Mrs Sharp is calling for the return of corporal

punishment in schools. We need to bring back the cane she says to
bring back proper discipline. However her argument looks shaky when
we consider that her own children are not shining examples of wellbehaved children. Jane smokes even though she is only 12 and Jack has
been convicted of assault.
This example is / is not an example of attacking the arguer fallacy.
2. The male protest group Society Against Dating (SAD) has said that
all singles clubs should be shut because they encourage immoral
behaviour. But these men are, as their title suggests sad and probably
lonely. We should not therefore listen to anything they say.
3. The Chief executive of the council Mr George Big has recommended
that the contract for the new school should go to Big Contractors Ltd.
However, since Mr George Big and his brother Jerry jointly own the
company, we should question whether his judgement has been coloured
by his personal link with the company. Therefore the recommendation
should not be accepted until other members of the council check the
bid.
21
STUDENT INFORMATION
The arguer here inaccurately restricts

the options we have to choose from.
Do I really only
have 2 options
to choose from?
Here is an example:
When a couples marriage is in trouble they can do one of two things. They can just
stand back and let their relationship fall apart or they can get help from a
counsellor. A counsellor will help them talk through their problems and change
their behaviour before it is too late.
What is wrong with this argument? It only considers
two options where there are actually many more. They
could for example talk to each other.
The options do not have to be limited to two. The fallacy of false

dilemma occurs when the argument doesnt give all the options that
exist.
Mum hasnt
been fair to
you. Didnt
she mention
nappies?
Your mum told me you would only

cry if you were hungry or tired.
Youve been fed and been for a sleep
so you shouldnt be crying. But you
are! Why?
22
Think about the following topics and create an

argument which involves you in a false dilemma
STUDENT TASK
23
STUDENT TASK
These tasks will act as revision and consolidation of your

knowledge of fallacies so far
Below are examples of a variety of fallacies.
1.
Identify what kind of fallacies they are.
2.
Explain why you chose the answer you did.
Lorraine has to win the race. If she doesnt, British

athletics will be shamed in front of the world. Other
athletes will see this and not want to compete. This will
filter down to schools and ruin sport in our country.
The Green party can either accept that

we are an industrial country or it can try
and turn back the clock to the days of
rural life. Whichever way it goes it will
lose support.The first way will be seen
as abandoning their principles. The
second way is unrealistic.
The council is planning to stop homeless

people begging on the streets. This is wrong
and must be opposed. The councillors who
are putting forward this idea have no idea
what poverty is. They sit in the comfort of
their centrally heated homes and think
everyone should be like them.
24
CRITICAL THINKING
STUDENT TASK
SITUATIONS:
Critically examine a popular film.

Critically examine a television show.
Critically examine a magazine advert.
CRITICAL THINKING PROCESS

1. Choose your subject.
2. Ask questions about the subject: get some headings.
What are the positive characteristics of this subject?
What are the negative characteristics of this subject?
3. Gather information for your headings.
4. Review the information:
Are there more positive than negative characteristics?
5. Decide how you react to the subject.
25
CRITICAL THINKING
STUDENT TASK
SITUATIONS:
Critically examine the idea that life has a

purpose.
CRITICAL THINKING PROCESS

1. Choose your subject.
2. Ask questions about the subject: get some headings.
What are the positive characteristics of this subject?
What are the negative characteristics of this subject?
3. Gather information for your headings.
4. Review the information:
Are there more positive than negative characteristics?
5. Decide how you react to the subject.
26
Mind Mapping
STUDENT INFORMATION
A Martians View of Human Intelligence

The human brain has over one million cells.
Each one is a powerful processing and transmitting system.
Each cell has tentacles which reach out like branches

and link to the others.
The brain is the most sophisticated computer in

existence so
Why do humans find it so hard to use?
The brain often does not work to its true potential because it
is left frustrated and bored with the information it is given.
Do you work to your full potential

when you are frustrated and bored?
27
Mind Mapping
STUDENT INFORMATION
Using mind maps helps you use your brain
more effectively. This is because they use
many areas of your brain.
A mind map uses pictures and words so that

your brain uses different areas and different
functions.
Mind maps are interesting to do and are

interesting to look at and so can keep your
brain from getting bored and frustrated.
28
MIND MAPS
STUDENT INFORMATION
A mind map is a different way of writing notes, which uses

pictures and colours as well as words.
It should help you to
Have to write less
Remember things more easily
This is because a mind map
works in the same way as your brain.
It uses pictures and words and it puts things into little
boxes so that they are easy to find.
But I never use my brain

Ill need to start!
There are some rules, which help you mind map. Read
these and complete the following activities.
What if I never
normally use my
29
MIND MAP ACTIVITY
STUDENT TASK
1.
Think about what makes you happy and write down the first 10 words which
come into your mind.
2.
Write the word happiness in the middle and draw a circle round it.
Happiness
3.
Round the circle add your 10 words. An example has been done for you.
Then add at least 1 word to each of your ten words.
Sunshine
Happiness
1. Now redo your circle, this time putting similar types of words together e.g. sunshine
and ice cream. Also add in little drawings beside some of your words and colour
them.
Look back at the first list you made and then look at your final version.
Which looks better? Which would be easier to remember?
By completing this exercise you have started to create a mind map.
30
MIND MAPS
STUDENT INFORMATION
Your paper should face longways.
Use pictures. Always start with one in the middle.

Colour it 3 or more different colours.
Use different colours for each section.
Put KEY words on lines. Only ONE
Word per line. PRINT ALL WORDS.
Use words and lines in different sizes and
e.g. Bigmediumsmallteeny
Use arrows to link things up.
31
MIND MAPS 2
STUDENT TASK
If we want to use mind maps to help us

remember things we need to practise using
them. This sheet will help you practise a mind
map on the Meaning of Life.
Exercise:
You have to make up a mind map
using the different things you have
learned about the meaning of life.
On the next page are some ideas to
help you.
32
STUDENT TASK
1. The first thing to do is to decide on the different areas you could
use. REMEMBER THERE ARE LOTS OF CORRECT
ANSWERS TO THIS Use what suits your brain.
Here is one possible set of areas:

What I think is important in life.
Arguments to show Life does have a purpose.
Arguments to show Life doesnt have a purpose.
____________________________________________
2. Put your paper across the way and draw a picture in the
middle, which goes with the topic.
Once you have done this add the main
branches of the mind map. Use thick,
interesting lines or arrows. Write one area
on each line.
____________________________________________
3. Now take each area one at a time. Decide on a colour
for that area. Put all the important ideas into your
mind map in the colour you have chosen.
____________________________________________
4. Finally, add pictures and doodles to your map.
33
Mnemonics (nem on ics)
STUDENT INFORMATION
When you want to learn a single piece of information like a rule or an

equation, you can use mnemonics.
No, it isnt some kind of memory drug, it is a technique of using

rhymes and interesting ideas to help your brain remember
things.
E.g. suppose you were trying to remember how to spell the word
BEAUTIFUL. If you created a story to go with it, this might
make life easier. Suppose you say
Big Elephants Are Useful To Indians For Unloading
Logs.
This creates an image, which is easier to

remember than just plain letters.
Mnemonics work by turning facts, which have no
real meaning to your brain into neat patterns.
They act like a key for your brain to unlock information.
Now try making some of your own
STUDENT TASK
The solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune, and Pluto.
Famous Philosophers: Plato, Aristotle, Descartes and Hume.
34
Mnemonics for philosophy
STUDENT INFORMATION
You can use this memory technique for the key phrases in philosophy.
I have made up some for the key areas, which you will be assessed on. If they help
use them. If not make up your own.
Knowledge/Understanding:
Give a good outline of the theory/argument/ problem.
Refer to source materials. Quote.
Link this to any bigger theories/arguments/ problems.
Arguments
Book
Bigger
Arguments
Analysis:
Break the theory/argument down into little bits.
Explain what assumptions the philosopher is making.
Give examples of what could happen if the argument is true.
Break it down Assumption True whatll happen
Evaluation:
Is the argument valid and sound?
Judge the argument and back up what you say.
What do you think the answer to the problem could be?
Argument OK?
Does it work?
Do you have an answer?
35
IS EATING PEOPLE WRONG?
STUDENT TASK
Discuss.
What is your initial reaction to the idea of eating
another human being?
Could you ever eat human flesh?
Are there any circumstances in which you think it

might be acceptable to eat human flesh?
If someone had to be killed so that others could live by

eating their flesh, what kinds of factors should be taken
into consideration to decide whom it should be?
36
The Queen v Dudley & Stephens

(Queens Bench Division 1884)
STUDENT INFORMATION
In November 1884, Thomas Dudley and Edward Stephens were charged with the
murder of Richard Parker. The jury couldnt reach a firm verdict. These are the
facts of the case:
On 5th July 1884, Dudley, Stephens, another man Brooks and a cabin boy
called Parker, were the crew of a registered English vessel which was caught in a
storm 1600 miles from the Cape of Good Hope. The men had to abandon ship
and use the lifeboat. They had no supply of water and no supply of food except
two pounds of turnips. For three days they had nothing else to live on. On the 4 th
day they caught a small turtle which was the only food they had up to the 20 th day
when the act now in question was committed. The turtle lasted till day 12 and for
the next 8 days they had no food. The only fresh water they had was any they
collected in their capes from the rain. They were 1000 miles away from land.
On the 18th day, when the men had been without food for 7 days and without
water for 5, the 3 men Dudley, Stephens and Brooks had a meeting. It was
suggested that someone should be sacrificed to save the rest. Brook said no and
the boy, to whom they were understood to refer, was not consulted.
On the 19th day, Dudley and Stephens talked about their families and suggested
that it would be better to kill the cabin boy and save their own lives. Dudley
proposed that if there was no rescue ship in sight, they should kill the boy. The
next day no ship appeared and Dudley killed the cabin boy. The boy was
extremely weak and unable to resist. Stephens agreed with what Dudley did,
Brooks did not.
The three men fed on the body and the blood of the boy for 4 days and on this 4 th
day a passing vessel picked up the boat. The three men were still alive but only
just. They were taken to Falmouth and committed for trial.
If the men had not fed on the body of the cabin boy, they probably would not have
survived to be rescued. The boy, being in a much weaker condition, was likely to
have died before them. At the time of the act in question, there was no other boat
in sight. Under those circumstances it seemed to Dudley and Stephens that they
were all going to die of starvation. There was no chance of saving life except by
killing someone for the others to eat1.
The men were found guilty of murder and sentenced to death. This sentence was then commuted to 6
months in prison.
37
Think about the case you have just read.
STUDENT TASK
Imagine you were on the Jury for the case. Would you
have voted to acquit? If you would, is this because you think they were
justified in doing what they did or because you think they should be excused
for what was a wrongful action. If you would not wish to acquit, why not?
Think about the 3 men - Dudley, Stephens and

Brooks, in turn. What do you think of the behaviour of each of the
men? What was right/ wrong about the way each of them acted? Why? Which
one do you agree with most?
38
THE QUEEN VS DUDLEY AND STEPHENS 1884
STUDENT TASK
Imagine.
That you are one of the 3 men on the boat Dudley,
Stephens or Brooks. You will play his role in a group
discussion.
What arguments can you use to
convince the others that you are right?
What arguments might they use against you?
How would you respond to these?
Make some notes to help you make your

case.
39
40

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Philosophy

Introduction to Philosophy: Student Activities

Ice Breaker activities

Analysing arguments / Fallacies

Study skills - Mind mapping,

These materials are designed to introduce students to philosophy, as many

What does it all mean? Oxford University Press

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

Introductory Unit Teaching Plan

1. Students complete icebreaker people search and then

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

5. Students read information on the nature of the brain and

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

PHILOSOPHY PEOPLE SEARCH

Find someone who can tell you

Find someone who owns an

Find someone who has seen a

Find someone who gives

Find someone who gives you

Think about the question Is it

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

3. Scientific theories change all the time so in the future scientists

4. Most of what we believe, including beliefs about right and wrong,

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

In centuries to come, people will look at what we believe as superstitious

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

This task will get you thinking for

Does not make sense

There is no way this could be right.

On the way to Although I dont agree with how it is

I agree with this.

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

THE BALLOON GAME

This game will show what is really important to you.

Discuss your answers with your group.

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

THE MEANING OF LIFE

Life is like a box of chocolates.you never

Lifes a bitch ..and then you die

Life is love, joy and valuing each other

Life is full of ups and downs

Life is what you make it

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

* Read the following information

Why do some say that nothing matters? Why is it hard to find a

Why cant we just say we matter to others? What does he think

Why does Nagel think we shouldnt worry about finding the

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

One of the most important skills in philosophy is being

The definition above is true but it is a limited definition. Look at this

The first example is just two people disagreeing. In the second

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

Exercise on finding arguments

Which of the following passages are arguments and which

How can learning about arguments improve our

Philosophy: Introduction to Philosophy: Student Activities (Int 2 and H)

This sheet is designed to introduce you to:

Sounds like a nice

In English the word means

Fallacies are committed a lot, to try and persuade us to agree with a