Classes are 60 minutes and typically take one of two forms.

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Format 1: Theoretical Discussions

Class starts with a small amount of stage-setting and theoretical background (approximately 5-10 minutes). For example, I might explain a philosopher's view on a given topic, present the students with an interesting scenario or case study, or explain an unfamiliar philosophical concept. I then present the students with an intriguing question, puzzle, or argument. Here is a (small) sample of questions we’ve sought to answer during previous sessions:

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• “Why do the morally right thing if you can get away with doing the morally wrong thing?”

• “Can we have free will if everything is determined?"

• “Is morality objective or subjective?”

• “Is happiness all that matters to living a good life? What else matters, and why?”

• “How do you know when you know something?”

• “Does life have a purpose? If so, what is it?”

 

After giving the students some time to think, I solicit thoughts and, more importantly, the reasoning behind those thoughts, from students who want to share with the group. Students may share their own ideas or comment on the ideas of others. As the facilitator of these philosophical exchanges, my main duties are to (1) make sure the conversation stays on track and (2) encourage students to justify their beliefs with arguments (as opposed to simply asserting their beliefs without providing their reasoning). I also provide additional prompts, arguments, objections, and encouragement as needed.

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Through this back-and-forth exchange, the students try to figure out the answer to the question(s) we started with. By the end of a session, we rarely reach a unanimous answer, but that was never the real goal anyway. What I hope for instead is that everyone comes away with greater curiosity regarding one of life’s big questions and a better understanding of the reasoning behind their beliefs and the beliefs of others. Moreover, students will have practiced engaging in respectful, reason-based discussion about contentious issues.

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Format 2: Practical Problems

I start by presenting the students with a fictional scenario that raises a question about what ought to be done. Students discuss potential solutions in small groups before sharing their groups' thoughts with the class. We then debate about which solution is best.

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Here is an (abbreviated) example of a scenario I've had students consider in class:

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"Aliens have landed. They tell us (truthfully) that they are better at running societies than we are. They offer us a choice. We can go back to doing a bad job of running our societies, or they can take over the running of our society and things will go better for humans overall -- we don't get to know how they will makes things go better exactly, but we believe them. If we decline the offer, the aliens will leave us alone but things will be worse than they could have been had the aliens taken over our society-running duties. If we accept the offer, things will be better for us overall, but we will give up control over all government operations."

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I then inform students that there will be a vote to decide whether to hand over the reins to the aliens. Students get into groups of 3-4 and discuss how they would vote and why. After group discussion, students present their positions (and reasoning) to the class. The class may ask questions, raise objections, or offer additional support for those they agree with. At the end of the class, we vote to see whether we will trade our political freedom for a better-run society or instead retain our political freedom at the cost of maximum efficiency.

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Classes of this type teach students to work collaboratively on making difficult practical decisions.