100 ideas for secondary teachers : teaching philosophy and ethics / by John L. Taylor.

Includes bibliographies and index.

Cover; Title; Copyright; Contents; Acknowledgements; Introduction; How to use this book; Part 1: Starting points; 1 Teach philosophically; 2 A guided tour of philosophy land; 3 It's good to talk; 4 Flipped philosophy; 5 The power of podcasts; 6 Easy reading; 7 Going off -piste; 8 Ask a funny question; 9 Modelling thinking; 10 The philosophical classroom; 11 The value of philosophy; 12 Dual-purpose lessons; Part 2: Stimulating inquiry; 13 Eleusis; 14 Experimental philosophy; 15 Uncovering mystery; 16 The method of doubt; 17 Paradox play; 18 Making philosophy real; 19 Dream time.

20 Philosophy in the movies21 A web of illusion; 22 Philosophical pictures; 23 Experimenting with thought; 24 Possible worlds; 25 Real-world thought experiments; 26 The power of stories; 27 From story to argument; 28 Genealogical explanation; 29 Everyday ethics; 30 From ordinary life to metaphysics; 31 Where do we fi t in?; 32 Identity parade; 33 Making use of MOOCs; Part 3: Talking philosophy; 34 Where will you sit?; 35 Socratic gadfl y; 36 Socratic investigation; 37 Managing the extremes; 38 Brain games; 39 From discussion to debate; 40 Preparing to debate; 41 Running a formal debate.

42 Running tutorials43 Student-led seminars; 44 Oral presentation skills; 45 Keep the conversation going; Part 4: Reading and researching; 46 Philosophical scaff olding; 47 Argument identifi cation; 48 The fi ve Ws; 49 Easy citations and bibliographies; 50 The golden key; 51 The two-stage research rocket; 52 Vox pop; 53 Question time; Part 5: Philosophical argument; 54 What does it mean?; 55 Concept mapping; 56 Compare and contrast; 57 Sharpening up defi nitions; 58 Word triples; 59 Can you move the universe?; 60 The language of argument; 61 Looking for the black swan.

62 The hitchhiker's guide to the fallacy63 Argument mapping; 64 Argument construction; 65 Philosophical Lego; 66 Frame it; 67 Making frameworks work; 68 The method of disputation; 69 Argument formalisation; 70 But what do I really think?; Part 6: Writing philosophy; 71 Writing that fl ows well; 72 ACE essays; 73 The principle of charity; 74 SEAL those paragraphs; 75 The opinion spectrum; 76 Developing a line of argument; 77 Teaching academic register; 78 Signpost sentences; 79 Beginning well; 80 Ending well; 81 Think about the reader; Part 7: Philosophy projects; 82 The power of projects.

83 Get the question right84 Write as you go; 85 Supervisory logs; 86 Journals for meta-cognition; 87 Thematic or chronological?; 88 Description to evaluation; 89 Do it again!; 90 Work in progress; 91 Well-presented projects; Part 8: Beyond the philosophy classroom; 92 Running a philosophy club; 93 Visiting speakers; 94 Powerful presentations; 95 A philosophy VLE; 96 Running online discussions; 97 Philosophy café; 98 Philosophical drop-in; 99 Run a teachers' philosophy group; 100 Philosophical inspirations.

100 Ideas: QUICK - EASY - INSPIRED - OUTSTANDING How do you teach a subject that has no 'right' answers? Philosophical and ethical concepts can be overwhelming to students who have not encountered them before, and complex arguments can be difficult to navigate. John L. Taylor's brand new book will help you to engage your class and have them reading, writing, talking and thinking philosophically. Starting with introductory ideas such as 'a guided tour of philosophy land', the book moves on to: ideas for stimulating and managing student discussions and debates; guidance for effective.

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