Our Curriculum

Our curriculum gives students from kindergarten into high school an opportunity to explore a wide range of ethical issues through discussion with their peers. Volunteer ethics teachers use highly detailed lesson materials to deliver this curriculum. Most topics are designed to help students explore particular ethical issues (for example: stealing, lying, fairness), while some topics are skills-focused and help students develop important skills for thinking critically and working together as a group.

Our lessons are given by trained volunteers, many of them parents. Why not consider volunteering with us?

When designing the original curriculum Dr Sue Knight (a distinguished academic in the field of philosophical education for children – see below) adapted a long respected philosophical tradition of respectful discussion. This approach has significant social benefits. By learning to think about ethical matters together, through the give-and-take of reasoned argument, students learn to consider other people’s points of view and be sincere, reasonable and respectful in dealing with their differences and disagreements.

Click on the menu at the top for details about our curriculum for each age group.

Each ethics topic is reviewed by an expert panel for best practice in teaching design and philosophical rigour. The structure and content of our curriculum has been informed by research in developmental psychology and education, including at what age children begin to understand different ideas (for example, they begin to develop an awareness of widely held stereotypes from around age six).

Our classes are free to families and given by volunteers. We receive no government funding.

Please consider making a donation of any amount to support our work.

Objectives

The aim of our curriculum is to give students an opportunity to discuss and think for themselves about ethical issues relevant to them. The aim is not to impose a particular moral code – our materials are always content neutral and encourage students to consider a range of different perspectives. In doing so, we aim to help students develop a deeper understanding of ethical issues and develop skills in ethical reasoning, critical thinking and collaborative inquiry.

Our curriculum is not intended to present a ‘history of ideas’ through the thinking of particular philosophers. For example, it does not seek to teach children about Western figures like Kant, Plato, etc. Nor does it offer an account of the thinking of Buddha, Confucius or other non-Western philosophers. Rather, Primary Ethics seeks to present ‘ways of thinking’ (or perspectives) that cut across cultures and traditions.

Dr Sue Knight – Foundational Curriculum Author

Dr Sue Knight was the foundational author of the Primary Ethics curriculum, with topics crafted for each stage of primary education. Dr Knight holds a PhD in Philosophy and a Bachelor of Education from the University of Adelaide and spent more than 20 years researching and teaching within the University of South Australia’s School of Education.

Structure and topics

Our curriculum spans from kindergarten into high school and contains more than 100 topics and 300 individual lessons. It is designed to be both sequential and spiral, which means that ideas are introduced in simple forms in the early years and extended in ever-greater complexity over the following years. To read a short description of the topics and questions that are considered each year, scroll down then click on the + to expand the appropriate group below.

Kindergarten (Early Stage 1)

In 2024, students in Kindergarten will think for themselves and discuss the following topics:

Being curious and asking questions
Why do we ask questions? Young children are curious about countless things and a goal of our curriculum is to nurture this curiosity (as well as their thinking and questioning abilities) so that they’re motivated and confident enough to think critically for themselves about issues that matter to them.

Did you know or did you guess?
What is the difference between knowing something and guessing? Is it okay to not always have answers? Why is it sometimes hard to admit that you don’t know something?

Doing harm without meaning to
If we do something wrong – like smashing someone’s vase – what difference does it make if it was an accident or done on purpose? If it was an accident, should we be punished? What if it was the result of carelessness or thoughtlessness?

Intentions and knowledge: What might a whale know?
When Kio’s grandpa was young, he capsized at sea but was saved by a whale. Did the whale mean to save Kio’s grandpa – or was it just lucky that the whale appeared when it did? Could the whale have known Kio’s grandpa was in danger?

Making things up and showing off
Is it wrong to make up a story to hide a mistake we’ve made? And why do people sometimes make up stories? In a similar vein: Is it wrong to show off or brag about winning? How can showing off make others feel? Why do people show off?

Getting back at someone
When we’re angry or cross with someone, is it ever okay to lash out and hurt them? What if we’re angry with them because they’ve done something wrong? And if they have done something wrong, is it okay to tell on them just so that they’ll get into trouble?

Disagreeing
Is it okay to tell someone you think they’re wrong? Are there good and bad ways to go about voicing disagreement? And are there times when it’s really important for us to tell someone they’re wrong – for example, when someone might get hurt? One of the goals of our curriculum is to support children in evaluating their own ideas and the ideas of others. To evaluate an idea, it’s valuable to consider the arguments of those who disagree with you. Our curriculum therefore frames (respectful) disagreement as an important part of the collaborative process that underpins ethical inquiry.

Changing your mind
Is it a good or bad thing to change our minds? Is it important to ‘stick to our guns’ and defend a belief? Or is that stubborn and irrational? Importantly, should we change our minds if we have good reasons to do so?

Owning up
Is it important to own up to a mistake if we do something wrong – like breaking a window? Why might it be difficult to own up? That is, why might we feel reluctant to own up? Does not owning up mean we lose an opportunity to reflect and learn?

Does telling the truth matter?
Is it important to always tell the truth? What about in situations where the truth might hurt a friend’s feelings – for example, when you choose to attend one friend’s birthday party over another’s? When your friends lie to you, what happens when you find out – how does being lied to make you feel? And what does repeated lying mean for a friendship?

How can we work out what’s true?
How can we use our senses – like sight and hearing – to work out if a statement is true or not? And how can we use reasoning (logic) to work out if a statement is true or not? Sound ethical reasoning often relies on knowing particular things about the situation being considered. That is, it relies on working out what’s true about the situation – for example, when your lunch box goes missing, did the new student take it or do they simply have one that looks like yours?

Thinking about stories
What makes a story make-believe? Can you tell a make-believe story about a real person? And can you tell a true story about an imaginary person? Is it important to be able to tell the difference between make-believe and true stories? Stories are used a lot in Primary Ethics to help students explore various ethical dilemmas and concepts, so it’s interesting to reflect on what we can discover from stories – both make-believe and true.

Years 1 and 2 (Stage 1)

In 2024, students in Stage 1 (Years 1 and 2) will think for themselves and discuss the following topics:

Pride
What does it mean to be proud of something? Is it okay to be proud of our accomplishments, effort and skills? What about being proud of the things we’re given, like gifts and rewards – is that okay? And why are we sometimes proud of other people?

How important are the reasons?
How important is it to have good reasons for our beliefs and how we choose to act? And is it okay to follow someone’s instructions or copy their behaviour if we don’t understand the reasons for the instructions or behaviour? One of the most fundamental aspects of an ethics lesson is sharing reasons. This topic is a chance for students to practice giving reasons and thinking about whether the reasons given are good reasons.

Are you the same person you used to be?
As we grow older, we change in many ways – our bodies change, how we think changes and we even forget many of the things we’ve done. What makes us the same person we used to be? If someone goes through a dramatic physical transformation – like a caterpillar turning into a butterfly – are they still the same person? What about someone who loses most of their memories?

Laziness
What does it mean to be lazy? Are you being lazy if you find an easier way of doing something? Or if you spend the afternoon watching movies after winning a big game? Or don’t do the optional ‘extra hard’ math questions? And what, if anything, is wrong with being lazy?

Examples and counter-examples
Examples and counter-examples are handy tools. Examples can illustrate a point and clarify an idea. When learning about sea life, a whale can be used as an example to help show how some animals live in the sea but still breathe air. Counter-examples can help show that an absolute or generalisation is wrong. When someone says ‘Only birds make nests’, a mouse can be used as a counter-example to help show that’s wrong. This topic is a chance for students to practice giving examples and counter-examples and to explore when each is useful.

Sharing with those in need
When, if ever, is it important to share? Should we share when someone’s in need? What if we don’t know them very well or it’s their own fault that they’re in need? Courage or being brave What does it mean to be brave? Are you brave if you are fearless? Or is it when you act despite being afraid? And is being courageous a desirable thing? Should we all strive to be brave?

Forgiving and being forgiven
When we do something that hurts someone, is it important to say sorry? Is it enough to simply say sorry or do we need to say or do more? And when someone apologises, do we have to forgive them?

Another kind of courage
This topic builds on the earlier topic about courage and looks specifically at moral courage. How important is it to do what we think is right when there is the risk of retaliation or rejection? Does it sometimes take courage to do the right thing – like standing up to a bully or refusing to cheat?

Coming to grips with deductive reasoning
We often use reasoning to piece together information. For example, if two children randomly pick one of two lollies from a bag – either strawberry or grape – and the first child reveals that they have the strawberry lolly, then we can reason that the second has the grape lolly (without them ever needing to reveal what they have). This topic is a chance for students to practice using different reasoning strategies and reflect on some common mistakes people make when reasoning.

Ownership
What sorts of things can we own? Can we own a shell that we find on the beach or a sandcastle that we make? Can we own a picture of someone else? Can we own animals – like pets and wild lizards? Can we own food that we make ourselves? And what about the smell of the food – can we own that too?

How do we know when we’ve done something wrong?
How do we know when something is morally good or bad? What sorts of things should we think about to help us decide? Is an action wrong because it breaks a rule or causes harm? Does it matter if it was an accident or done on purpose? Do our feelings help us tell if something is wrong?

When should we tell on someone?
If you know someone did something bad, should you tell on them? Does it matter if someone got hurt or if it was an accident? What if they’re your friend and have asked you not to tell anyone?

In 2025, Students in Stage 1 (Years 1 and 2) will discuss and think for themselves about the following topics:

Empathy
Being able to empathise with others – to understand how they are feeling – is an important skill. It can help us to understand the experiences, values and needs of others, which can then inform ethical reasoning. This topic is a chance for students to practice working out how another person feels by imagining themselves in a similar situation.

Being similar and being different
Being able to make distinctions – to work out what is similar and what is different between two things – is another important skill. It can help us to form concepts, which can be used when reasoning about something. For example, reflecting on the similarities and differences between pets and wild animals can help students begin to form an understanding of what it means for something to be a pet. This topic is a chance for students to practice identifying similarities and differences and to start thinking about whether there are some things that all people have in common.

When is it fair?
How do you divide something like a cake fairly? Does being fair mean giving everyone in the group an equal share? Or should those who helped make the cake get a larger piece? If someone doesn’t want a piece, is it okay for them to give it to a friend (who’d then have two pieces of cake)?

Good reasons
What’s the difference between a good reason and a bad one? One of the most fundamental aspects of an ethics lesson is sharing reasons. This topic is a chance for students to practice giving reasons and thinking about whether the reasons given are good reasons.

Different kinds of animals and different kinds of needs
What do pets need to be happy? And do all pets need the same things? For example, is it just as important to play with a pet fish as it is to play with a pet dog? Is it okay to keep a wild animal as a pet?

Is it important to understand the rules?
Why is it sometimes hard to follow the rules? Is it important to understand why something is a rule? Should people who set rules make sure to explain why particular rules exist?

Stereotyping
Is it okay to make a generalisation about a group of people? For example, ‘All wombats are grumpy’. And is it okay to make an assumption about a person based on such a generalisation? For example, ‘Plod the wombat is probably grumpy’.

Being friends and being good friends
What does it mean to be friends with someone? Do you have to like all the same things to be friends? Can you be friends with lots of people? Can you be friends with your parents? What makes someone a good friend? And what’s the difference between a friend and a best friend?

Coming to grips with inductive inference
We often use reasoning to piece together information. For example, if every time two sisters race the older sister wins, then we can reason that the older sister will probably win the next race they have. This topic is a chance for students to practice using different reasoning strategies and reflect on some common mistakes people make when reasoning.

Being kind
What does it mean to be kind? If we help someone because we hope to get something in return, does that count as being kind? If we help someone because we’re being made to, does that count as being kind? And if we’re trying to be kind to someone, how important is it to be able to work out how they are feeling?

Years 3 and 4 (Stage 2)

In 2024, students in Years 3 and 4 will think for themselves and discuss the following topics:

Being selfish
Is it okay to act selfishly, or is it always wrong? If you’ve put lots of time or effort into something or you’re worried it could get broken, is it okay not to share it? What does it mean if you help someone but for selfish reasons – is that misleading or deceitful?

Staring, excuses and reasons
Is it okay to stare at people? And if it’s not, what makes it wrong? What makes something an excuse and is it different from an explanation? When is an excuse a good excuse?

Disagreeing respectfully
Is it okay to tell someone you think they’re wrong? Are there good and bad ways to go about voicing this disagreement? And are there times when it’s really important for us to tell someone they’re wrong – for example, when someone might get hurt? One of the goals of this curriculum is to support children in evaluating their own ideas and the ideas of others. To evaluate an idea, it’s valuable to consider the arguments of those who disagree. This curriculum, therefore, frames (respectful) disagreement as an important part of the collaborative process that underpins ethical inquiry.

Should we keep animals in captivity?
Is it okay to keep wild animals in captivity? Does it matter what sort of animal it is? Does it make a difference if it’s a zoo or a circus? Should we treat humans differently than animals and if so – why?

Bragging
What sorts of things count as bragging? Punching the air after winning a game? Telling people that you’ve improved a lot? Telling people how good you are at something? And what, if anything, is wrong with bragging? How can bragging make others feel?

Imagining how others feel
How important is it to be able to put yourself in someone else’s shoes – to imagine how they feel, what they value and what they need? And how exactly do you go about doing it? Is it possible to imagine how someone with a sick pet feels if you’ve never even owned a pet? What about someone whose life is radically different to ours, like a child labourer – can we imagine what such a life would be like?

Understanding diversity
Why do different groups of people have different laws – is it because they have different moral values or is something else going on? And why do the punishments for crimes sometimes differ? For example, in Australia, we might fine someone for stealing, whilst in traditional Inuit culture, they might banish the person from the tribe.

How should we treat living things?
Is it okay to chop down a living tree? What about poisoning some caterpillars that are killing a tree – is that okay? Is there a difference between how we should treat insects – like caterpillars – and other animals – like dogs? And when deciding how to treat different animals, does it matter how long they live? How big they are? How intelligent they are? How few of them are left?
Inferring or ‘figuring things out’ We often use reasoning to infer things. For example, if a child tries a new food and spits it out, we can infer that they probably don’t like it. This topic is a chance for students to practice using different reasoning strategiesand reflect on some common mistakes people make when reasoning.

Breaking a promise
What is a promise – and is it different from saying you’ll do something? Is it ever okay to break a promise? How important is trust in friendships?

Thinking about giving
Why do we give things to other people? Is it because we hope to get something in return? And should we only give things to people we like? What about strangers in need? When thinking about giving, how do we balance our own needs with the needs of others?

In 2025, students in Years 3 and 4 will discuss and think for themselves about the following topics:

Being greedy
What does it mean to be greedy? Is there anything wrong with wanting more money or toys than you can use? Is it okay to want to be the richest person in the world – to have more gold than anyone else?

Is lying wrong?
What counts as lying? Is not speaking up or not telling the whole truth the same as lying? And is lying always wrong? What if you are trying to protect someone’s feelings?

Persuading
Is it okay to exaggerate when you’re trying to persuade someone? What about not telling the whole truth – only sharing reasons in favour of your view. Is that okay? Is it fair of advertisers to use tricks to persuade people to buy their products?

Being an ethical consumer
Products that are palm oil free usually advertise this fact – but products that do include palm oil typically don’t. Is this okay? And suppose all manufacturers started using canola oil or sunflower oil instead of palm oil. What would happen to the people who earn their living by working on palm oil plantations?

Getting even
Does one good turn deserve another? If someone invites you to their birthday party, should you make sure to invite them to yours? And does one bad turn deserve another? Is it okay to try to get even if someone plays a trick on us?

Intentions
How much do our intentions matter? If someone tries to do good but accidentally causes harm, what’s more important – their good intentions or the harmful outcome? And what if someone accidentally does good – should we praise them?

Puzzles, clues and what follows
This topic is a chance for students to practice using different reasoning strategies to solve a set of puzzles. Students use clues to work out what they can (and can’t) tell about each situation and use this information to solve the puzzles.

Insides and outsides
What does it mean to call something beautiful? What’s the difference between a tree and a beautiful tree? Can something be beautiful even if lots of people think it isn’t? Is there a difference between being beautiful on the outside and being beautiful on the inside?

Generalising
We often use reasoning to draw conclusions from past experiences – to generalise. For example, if every crow we’ve seen so far has been black, we might conclude that all crows are black. This topic is a chance for students to practice using different reasoning strategies and reflect on some common mistakes people can make when generalising.

Cheating
What counts as cheating and is cheating always wrong? Can you cheat in a one-player game – and if so, is there anything wrong with doing so? What about in a sports game – is it okay to cheat if the other team is cheating?

Friendship
What does it mean to be friends with someone? Are friendships based on shared interests? Time spent together? Enjoying each other’s company? Mutual benefit? Can you be friends with someone who’s mean to you or doesn’t keep your secrets?

Years 5 and 6 (Stage 3)

In 2024, students in Years 5 and 6 will think for themselves and discuss the following topics:

A fair society
Do societies have a responsibility to make sure everyone has a real opportunity to go to school and receive healthcare? What are some of the challenges involved in creating such opportunities? And do societies have a responsibility to address inequalities that are the result of good or bad luck?

Appeal to authority
When should we simply accept a rule or a piece of advice from someone who is an expert or authority (for example, a teacher, doctor, the government, an older brother or sister or a friend)? When, if ever, is it okay to challenge a rule or piece of advice given by someone who is an expert or authority?

Extending human rights to animals
What rights do all humans have? The right to an education? The right to internet access? The right to free speech? And should any of these rights be granted to other animals – like chimpanzees?

Beliefs, opinions, tolerance and respect
People have all sorts of beliefs and opinions – about things like smoking, politicians, the moon landing, aliens, ethics and so on. Are people always entitled to their beliefs? Should we always tolerate their beliefs? Should we respect their beliefs? And should we always allow people to publish their beliefs? What if they’re harmful and they want to publish them in a school newsletter?

Interacting with AI
As artificial intelligence (AI) technologies like ChatBots, search engines, and personalised recommendations become ever-present in students’ lives, it’s valuable for them to reflect on how they engage with such technologies. Some of the big questions students consider in this topic include: How are artificial intelligence different from and similar to human intelligence? Is it wrong to be cruel to artificial intelligence? Is it okay to use artificial intelligence to help with schoolwork? Can we trust the information provided by artificial intelligence?

Teasing
What sorts of things count as teasing? Is there such thing as harmless teasing? And is teasing ever okay?

Drugs in sport Athletes do lots of different things to get an advantage, but what counts as an unfair advantage in sport? Loading up on carbohydrates before a race? Drinking coffee? Training at special high-altitude camps? Wearing a special swimsuit? Taking performance-enhancing drugs?

Fatalism
Are our futures and fates fixed? Does what we do today affect what happens in the future? And if the future is fated – if we cannot avoid our fates – can we be held morally responsible for what we do? Is there any point in trying to do good things if the future will happen regardless of what we do?

Moral responsibility
The universe is often thought to be governed by cause- and-effect. But if we ourselves are products of cause-and-effect (that is, our actions are the result of how we were raised and other factors), then can we be held morally responsible for anything we do?

Thinking
What is a thought? Do you ever think about your own thinking? Do you think in words or pictures or feelings? Is it possible to stop thinking? What are memories?

Should we take circumstances into account?
Is it always wrong to do certain things – like lying or breaking a promise – or do the circumstances matter? And do cultural circumstances matter? Is it wrong for some cultures to do something – like eat whales – but not for others?

Are some things just wrong?
How important is it to have consistent moral values? Are some things just wrong (regardless of whether some cultures think they’re okay)? If so, how can we tell what’s right or wrong in a way that’s independent of culture?

In 2025, students in Years 5 and 6 will discuss and think for themselves about the following topics:

Voting
Is it okay to vote for someone just because they’re your friend? How should we balance self-interest and the needs of others when choosing who to vote for? For example, is it okay to vote for someone whose policies would benefit you but are not in the best interests of everyone? Should voting be compulsory or voluntary? And should voters be well informed? Or should everyone be allowed to vote, regardless of how much thought they’ve put into their vote?

Punishment
What is the point of punishment? Is punishment necessary to stop people from doing the wrong thing? Should people who do the wrong thing be made to ‘pay’ or make up for what they’ve done? Do punishments help restore order or ‘balance’ to the world?

Being vain
Is it okay to want to look good? And is it okay to want to look better than other people? What does it mean to be vain? And is there anything wrong with being vain? Can one person’s vanity impact the wellbeing of others? Where do we draw the line between reasonable and excessive concern for how we appear to others?

The structure of arguments
This topic is a chance for students to practice forming and evaluating arguments, including checking whether the conclusion makes sense, identifying any unstated assumptions and checking that the claims on which the argument rests are true.

How far does our moral responsibility extend?
How do we balance the needs of our friends, family and community against the needs of others? How do you decide who to donate money to? Is it more important to donate to local causes? Do we have a moral responsibility to future generations – to people who haven’t even been born yet?

Stealing
What sorts of things count as stealing? Does watching a fireworks display without paying count as stealing? What, if anything, makes stealing wrong? Is it the fact that it is illegal? What’s the relationship between the law and morality? If stealing is wrong, is it always wrong?

Jumping to conclusions
We often use reasoning to draw conclusions from ‘all’ and ‘only’ statements. For example, if I knew that all planets revolve around the sun and that Mars is a planet, then I can reason that Mars revolves around the sun. But people often jump to conclusions that aren’t justified by reversing the direction of the argument. For example, if I knew all planets revolve around the sun and that Eris orbited the sun, I might falsely conclude that Eris is a planet. This topic is a chance for students to practice different reasoning strategies using ‘all’ and ‘only’ statements and reflect on some common mistakes people make when reasoning.

Homelessness in Australia
What are some of the main causes of homelessness in Australia? And what are some common misconceptions about homelessness? Do we as individuals and as a society have a responsibility to help the homeless?

Killing animals for food
Is it okay to kill and eat animals? What are some of the common arguments for and against eating meat? What about sustainably sourced or free-range meat – is that okay to eat? And what about lab-grown meat – is that okay to eat?

Why should we trust science?
Do our beliefs matter? Does it matter if I believe in superheroes or that eating rhino horns can cure cancer? In the latter case, rhino killings have increased markedly, threatening the species' survival. If someone believes that eating rhino horns can cure cancer but has very little scientific knowledge, can they be blamed for this outcome? Is it important that people understand science or trust scientists?

Fairness
Should teachers spend the same amount of time with every student? Or should they help some students more than others? Does being fair mean treating everyone exactly the same? Or does it mean treating people differently based on the circumstances?

Years 7 and 8 (Stage4)

In 2024, students in Years 7 and 8 will think for themselves and discuss the following topics:

Role models
What makes someone a good role model? Is it necessary for someone to be a good person to be a good role model? Is it fair to have higher expectations of someone just because others consider them a role model? Can having a role model, even if it’s someone you’ve never met, help you navigate life’s moral challenges?

Well, why can’t kids vote?
Should the voting age be lowered to include children and teenagers? If so, how low should the age limit be? Why is it that an immature 18-year-old can vote, but a mature and knowledgeable 16-year-old can’t? How are decisions made in everyday groups contexts – for example, in friend groups and families? Should children have a say in all family decisions?

The value of friendships
What is the value of friendship? Is it better to have a few close friends than lots of casual friends? Do we have a responsibility to stay someone’s friend? Is peer pressure always bad? What about when we encourage someone to do a good thing?

From moon trash to migrant horses
What does it mean to be a custodian of the land – and is it compatible with owning land? Is littering always wrong – what about leaving rubbish on the moon? Should we always try and remove introduced species? Should we kill wild horses? What about honeybees?

Who wants to live forever?
Would you choose to live forever if you could? How would society change if people could live forever? If resources became scarce, would it be okay for governments to impose limits on having children? Is it important that older generations make way for younger generations?

What do I owe my people? And other questions about community and culture
Why do we feel proud when people from our country win medals at the Olympics? What’s wrong with treason? Do we each have a responsibility to preserve our culture – or is it unfair to ask that of people? Should museums have to return parts of their collections taken from other cultures? Is it wrong for non-Indigenous artists to copy Indigenous art styles? Is it wrong for white people to make hip hop music?

Why won’t you listen to me?
Is it unfair to not listen to or believe what children and teenagers have to say simply because of their age? Are some groups of people routinely not listened to or not believed? If so, what’s wrong with this? And who, if anyone, is to blame in cases of misunderstanding?

Lizard people and fake news
How important is it to think carefully about what we believe? Why do so many people believe in conspiracy theories? What, if anything, is wrong with believing in conspiracy theories? Why might politicians spread fake news? Does fake news undermine democracy? Do media organisations and other groups have a responsibility to combat fake news?

Being yourself
What does it mean to ‘be yourself’? Is it possible to be different people in different contexts and is this a bad thing? How important is self-expression? What influence can being labelled have on a person?

In 2025, students in Years 7 and 8 will discuss and think for themselves about the following topics:

You’re not the boss of me
How much control should children and teenagers have over their own lives? What right do parents, adults and governments have to limit teenagers’ freedoms? Why do we have age limits in Australia? And is it okay to stop people from doing things because they might get hurt?

Life under COVID-19
Is it wrong to hoard essential items during a pandemic? What causes people to start hoarding? Is it okay for the government to restrict everyone’s freedoms for the good of the country or to protect vulnerable citizens?

Giving and accepting apologies
Can you genuinely apologise if you don’t understand what you’ve done wrong? What makes something a good apology? Do you have to accept a good apology? Can individuals apologise on behalf of a group? Is it ever important for a group (like a class of students) to collectively apologise for the actions of one of its members?

Happiness
What does it mean to be happy? Is being happy all that matters in life? If you had the choice between living life as normal or living in a virtual reality where you could always be happy, what would you choose? Is maximising global happiness the most important goal for charities – and is it okay to achieve this by changing what makes people happy?

Welcome to our robot overlords
Is it risky to create super-intelligent artificial intelligence? If so, should governments stop people and companies from experimenting with artificial intelligence? If we create super-intelligent artificial intelligence, would it be wrong to make them do menial tasks or switch them off?

Does it matter if everyone disagrees with you?
Can someone be wrong about whether a particular food tastes good or bad? Are disagreements about art – such as what the best movie of all time is – objective or subjective? When we find out that someone disagrees with us, should that make us less confident in our position?

Yuck!
Are there some things that everyone finds disgusting? Is finding something disgusting evidence that it is morally wrong?

Thinking hot, thinking cold
How do emotions influence behaviour? Is it possible to be completely emotionless? Do emotions get in the way of making good decisions – or can they help us make good decisions?

The cost of a human life
Why do governments put a monetary value on human life? How do you determine what a life is worth? Is there anything wrong with putting a value on human life? Is it okay to value some lives more than others?

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