Category: Education

Integrating space exploration ethics into early-stage education

Inspired by our ethics curriculum, Winnie Tang, an aeronautical engineer and volunteer ethics teacher, has written a paper for the International Astronautical Congress, taking place in Sydney in October, on integrating the ethics of space exploration into science education for primary children. 

Winnie is a systems engineer working at Thales, with a degree in Aerospace Engineering (Hons) and Physics from UNSW. These pictures of Winnie were taken at the Houston Space Centre and Frontiers of Flight Museum, USA.

How Winnie became an ethics volunteer
I have done volunteering and fundraising my whole life, I love giving back to the community and meeting people from all walks of life.

I was volunteering at a soup kitchen in Bondi and, in a particularly memorable moment, a group of young primary school girls came in to collect the cupcakes we’d baked for a single mother who was unable to cook for herself or her family while she was fighting cancer. They were such bright little kids, so full of energy, kindness and compassion. I was struck by how remarkable they were, showing such understanding and empathy about the situation at such a young age. That’s when I realised how I wanted to be part of children’s lives in a more meaningful way. Their ability to think, understand and empathise inspired me to be part of the process to support and nurture children as they grow.

When I started looking for more local opportunities (since Bondi was too far from my place), I came across Primary Ethics on Seek. I decided to volunteer at my local primary school in Hurstville, where I had also gone as a little girl, so it was nostalgic and exciting to return as a teacher! I had (and still have) an amazing experience teaching children. They’re cheeky, smart, creative and their answers often surprise me in the best way possible. I feel like I learn from them just as much as they learn from me.

Ethics in space
Ethics is integrated into my job every single day. Ethics establishes the principles for engineers and guides us in our professional conduct, prioritising the safety, health and welfare of the public, along with honesty, integrity and competence in our professional lives. Over the past few years, we’ve seen how fast space activity is accelerating. Commercial launches, lunar missions and talk of settlements in space are no longer science fiction. This raises major ethical questions that our community is currently talking about.

Winnie gives a lightning talk about her paper.

Young people are ready!
Teaching in primary classrooms convinced me that young people are ready to grapple with the ethical questions these developments raise, if we give them the right tools. Additionally, the IAC (International Astronautical Congress) will be held in Australia soon! This was an opportunity I didn’t want to miss and I decided to put together something on a subject I am passionate about. So I wrote Inspiring Ethical Minds: Integrating Space Exploration Ethics into Early-Stage Education. [The full paper was published after 3 October in the IAC 2025 conference proceedings. See below.]

What does my paper argue?
My paper proposes a practical case for introducing space ethics into Stage 3 (Years 5–6) classrooms. It focuses on three themes that are already shaping international policy and industry practice: planetary protection, resource allocation and human settlement (space colonisation). No one knows what the right answer is! We are currently still debating what kind of laws should exist in that domain. The growth of the industry opens up many ethical dilemmas that we are yet to catch up on. 

So rather than telling students the 'right answer', the aim is to build reasoning, dialogue and civic awareness … skills they’ll need as future voters, scientists, engineers, leaders and aware citizens in general.

Read Winnie's paper in full

Why space ethics, why now?
Global frameworks like the Outer Space Treaty, ongoing UN COPUOS discussions and the Artemis Accords show that questions of contamination, resource equity and governance are being debated today. These aren’t just technical issues; they’re deeply ethical. Topics surrounding sustainability and AI are no longer just applicable to what we have on Earth, these concepts surround space too. Bringing space ethics into primary classrooms connects science learning with real-world decision-making and helps students see themselves as participants in those conversations.

How does it fit the curriculum?
The approach aligns with the NSW Stage 3 Science and Technology syllabus. They start learning about Earth and Space at this stage and it supports ACARA’s general capabilities (ethical understanding, critical and creative thinking, literacy, personal and social capability and intercultural understanding). In other words, I don’t want to add content on top, but rather use ethical inquiry as a lens while students study the solar system and technologies and design solutions.

What does it look like in class?
I have proposed classroom implementation following the proven Primary Ethics pedagogy. Each theme comes with a short, concrete scenario and structured questions. (This is further elaborated in the paper.) These activities are deliberately open-ended. Students learn how to think by giving reasons, listening respectfully, changing their minds when a better argument appears, rather than being led to a predetermined conclusion.

What have I found?
Embedding ethics in science units is feasible without cognitive overload; it naturally assesses syllabus outcomes (eg. comparing planetary features, applying design thinking, communicating conclusions) while developing ethical literacy. The approach is grounded in scientific content and age-appropriate dialogue, making it suitable for Stage 3 and adaptable to other stages.

What next?
Because both the research base and the ethical themes are international, the framework can be adapted beyond NSW and Australia. The next step is collaboration with curriculum specialists (Primary Ethics) and teachers to refine lessons, pilot them and share resources.

The goal is simple and ambitious: equip young people to reason well about the choices humanity faces as we become a spacefaring species.

Winnie Tang

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Stories from National Student Volunteer Week

It’s National Student Volunteer Week, a great opportunity to showcase stories from our many student ethics volunteers.

Volunteering does look good on your resume, which is especially valuable for people starting out on their career, but ethics volunteering offers so much more than that. Top of the list from many of our students is what they learn themselves, which can be productively applied in their future work lives – knowing how to maintain neutrality, listen carefully, develop empathy and learn that it’s okay to change their mind about something, just as the school students learn to.

Reports from student ethics volunteers

Khanh is a student of Nursing at Sydney University.

“I grew up in a culture where young children weren’t encouraged to speak up. With Primary Ethics, I get to help children feel heard and think for themselves – something I wish I’d had growing up.

Volunteering in ethics hasn’t just been meaningful, it’s helped me become more curious, thoughtful and connected to people. I ask ‘why’ a lot more now (maybe to an annoying degree!), but it helps me understand the people around me better, even those I already know well.

I am thrilled to be a part of Primary Ethics and would love to have more student volunteers as my colleagues. I truly appreciate what ethics brings to the community and to me personally. Being able to volunteer here feels like a once-in-a-lifetime experience.

Primary Ethics really helps me grow just as much as my students do.”

Mia is a recent graduate in the Bachelor of Medical Science from the University of Sydney.

“I started volunteering in ethics when I was 18, during the first year of my degree. I decided to begin my ethics journey to develop my critical thinking, reasoning, problem solving and communication skills, all of which are incredibly important in the medical field. My mother was (and still is) an ethics volunteer and together we became the first mother-daughter ethics teaching duo for Primary Ethics!

Volunteering for Primary Ethics is incredibly enriching for tertiary students. There is a common belief that ethics volunteering is especially good for students in education, psychology, health or social sciences, but I believe that teaching ethics builds communication skills, empathy, confidence, listening skills and facilitation of critical thinking no matter what your field of study or interest is.For students out there considering becoming an ethics teacher, seeking meaningful volunteering experience or even wishing to develop their interpersonal skills, I would highly recommend pursuing a volunteering role at Primary Ethics!”

Bharathi is studying Philosophy and Sociology at the University of Wollongong.

“At a time when young people are feeling powerless, helping children to think critically and have respectful discussions makes me feel empowered – that I can help create a world where young people feel better able to speak and be listened to on issues that impact them. If you’re a student and would like to be a part of that too, I’d highly recommend volunteering with Primary Ethics.”

Tara is currently pursuing a Masters in Medicine at the University of Queensland.

“Volunteering with Primary Ethics has shaped how I communicate—with patients, colleagues, and children alike. It’s taught me to listen without rushing to judgment and to approach each conversation with curiosity and care.
I’m currently completing a Master of Medicine in Skin Cancer through the University of Queensland and working as a Dermatology Research Fellow at The Skin Hospital. Amidst the science and clinical work, ethics has helped me stay grounded in values like empathy, fairness, and open-minded dialogue. Being a Primary Ethics coordinator is one of the most rewarding things I do—it reminds me that respectful listening is a skill we can all keep building. I’d absolutely encourage other students to get involved. You don’t need to be an expert—just willing to ask questions and think deeply.”

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@Home bulletin for parents Term 3 2025

Welcome to @Home bulletin for Term 3 2025, where we let families know what your children, from kindergarten into secondary school, could be exploring in their ethics lessons this term.

Subscribe here to receive our @Home email bulletin once a term.

The topics we show below are based on classes which begin at the beginning of the year. Schools start at different times of the year, some lessons go faster or slower than others, some schools skip ethics for the first and last weeks of the term while others teach every single week – and so on. 

We hope the students talk about ethics with you at home – ask them questions about it!

If your child tells you they are discussing a topic you don’t see in this bulletin, you can also look at the Curriculum section of our website.

Kindergarten: Changing your mind
Sometimes we change our minds – and sometimes we don’t want to. This term, young students will explore what it means to change our mind and why we sometimes hold onto ideas even when new reasons are offered. Is changing your mind a sign of weakness or strength? They’ll practise recognising when it’s time to rethink and when it’s okay to stand firm – and why good reasons for having an opinion matter.

Stage 1 – Years 1 & 2: Stereotyping
This term, Stage 1 students will explore the idea of stereotypes. They’ll start with playful examples – like assuming all wombats are grumpy – before turning to more serious ones, such as assumptions about people based on how they look. They’ll consider whether it’s fair to judge someone before getting to know them and discuss why generalisations can be both helpful and harmful.

Stage 2 – Years 3 & 4: Intentions
When someone causes harm but didn’t mean to – is it still wrong? And what if someone tries to do something wrong but ends up helping? Stage 2 students will explore how much our intentions matter and whether we should judge actions based on what people meant to do or what actually happened. They’ll reflect on praise, blame and the difference between accidents and choices.

Stage 3 – Years 5 & 6: Stealing
Most kids know that stealing is wrong – but what counts as stealing and why is it wrong? Is it stealing to use someone else’s Netflix account? What about watching a fireworks display you didn’t pay for? Stage 3 students will examine different types of stealing and think about whether something can be morally wrong even if it’s not illegal – and whether stealing is always wrong in every situation.

Stage 4 – Years 7 & 8: Does it matter if everyone disagrees with you?
Teenagers are often encouraged to ‘think for yourself’ – but what happens when everyone else disagrees? Does that mean you’re wrong? This term, students will explore disagreement and confidence in our own views. They’ll discuss examples from food, art and ethics and consider whether some opinions are just a matter of taste – or whether it’s possible to be mistaken, even about your own point of view.

Each term brings new ideas and questions and we hope these topics spark interesting conversations at home as well!

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Ethics teaching – a family affair

This year a third member of the Scott family has become an ethics volunteer. Peter Scott describes their journey to being an ethics family.

As ethics teachers, we often reflect on the benefits the Primary Ethics program has for our students. I have been an ethics teacher at Glenmore Rd Public Sschool in Paddington for 13 years now. Not only have I seen it benefit my many students over that time, but ethics volunteering has given my family a sense of common purpose and brought us closer together as we grow older.

In my second year I taught our younger son Lachlan, who was in Year 6. He was a little embarrassed to have his dad in front of his mates, although he got used to it as I brought my soccer coaching skills to bear. Our older son Alasdair had already left for high school when I started ethics teaching and felt a little left out of the conversations we were having at the family table.

Eight years later their mother Sarah became an ethics teacher too, partly to better inform her architectural work designing early childhood education facilities. She could see how much value I was getting from teaching the curriculum. Now she is part of our group of eight teachers at the school and absolutely loves it.

Find out more about volunteering with us

Sarah tells this story about witnessing the impact of ethics thinking skills in her class:

``One of my favourite ethics moments occurred with the lesson about the intent and structure of an ethics class. I followed the script, starting the class with random questions about unrelated topics which they could not possibly have answers for. They were all initially very puzzled and confused, but then one girl had a lightbulb moment and put her hand up with much animation. 'I know what this is!' she exclaimed excitedly, then in a conspiratorial voice she added, 'It’s an ethics class about ethics classes!' They all went 'Ahhhh'.``

Sarah Scott

After all these years the wheel has now turned full circle. Alasdair, who just missed out on being a student in the primary school ethics program, finally had some time to contribute after completing six years of university. We did the teacher training together in January 2025 – it was my second time and after 13 years it was completely different. Not only had the curriculum evolved, so had the teaching techniques.

So now Alasdair too has become part of our group of teachers and also loves it.

So we are an ethics teaching family! We sit down at the dinner table, speak one at a time, there are no putdowns and we build upon each other’s ideas … Okay, no, that doesn’t quite happen – we are a normal family and all talk at once. However, we  all recognise that the ethics program offers a really positive way of engaging with younger generations and listening to each other in order to build a future together.

Peter, Lachlan, Sarah and Alasdair Scott
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Primary Ethics to merge with The Ethics Centre

Primary Ethics, the not-for-profit organisation delivering Special Ethics Education in NSW public primary schools, will merge with its founding body, The Ethics Centre, in a strategic move to enhance ethics education opportunities.

Established by The Ethics Centre in 2010, Primary Ethics has equipped more than 250,000 students in over 650 NSW public schools with vital skills in critical thinking, ethical reasoning and respectful discussion, thanks to the dedication of thousands of trained volunteers.

For over three decades, The Ethics Centre has been a leader in developing innovative and impactful ethics education initiatives in Australian primary and high schools, including initiatives such as Moral Courage and Common Ground. The Centre is committed to developing programs that help young people navigate the ethical challenges they face now and in the future, guided by a Youth Advisory Council.

“This merger brings together two organisations that share a deep commitment to building ethical literacy in Australia,” said Dr Simon Longstaff AO, Chair of the Primary Ethics Board and Executive Director of The Ethics Centre. “We’re immensely proud of the impact Primary Ethics has made in NSW schools and this step allows us to explore future possibilities to build on that legacy.”

While the merger will bring opportunities for collaboration and growth, the day-to-day delivery of Primary Ethics classes in NSW public schools will remain unchanged. The quality of the curriculum, the role of volunteers and the integrity of donations to Primary Ethics will all be preserved.

Dr Longstaff said: “The ethics education program that our volunteers, supporters and families know and value will continue to operate as it does today. What’s changing is the opportunity to do more – to innovate, to reach new communities and to bring ethics education to a broader audience. This is about broadening horizons while staying true to our roots.”

Detailed planning for the merger is underway, with full implementation to follow stakeholder consultation.

MEDIA CONTACTS

Primary Ethics: Susan Ardill – communications@primaryethics.com.au M: 0478356969

The Ethics Centre: Kathleen Evesson – communications@ethics.org.au M: 0414171945

Download this media release
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@Home Bulletin for parents Term 1 2025

Welcome to @Home for Term 1 2025, where we let families know what your children, from kindergarten into secondary school, could be exploring in their ethics lessons this term.

Subscribe here to receive our @Home email bulletin once a term.

The topics we show below are based on classes which begin at the beginning of the year. Schools start at different times of the year, some lessons go faster or slower than others, some schools skip ethics for the first and last weeks of the term while others teach every single week – and so on. 

We hope the students talk about ethics with you at home – ask them questions about it!

If your child tells you they are discussing a topic you don’t see in this bulletin, you can also look at the Curriculum section of our website.

Kindergarten: Being curious and asking questions
Young children are naturally curious and our curriculum is designed to nurture their curiosity, thinking and questioning skills – helping them grow into confident, independent thinkers. In their first topic of the year, students will explore why we ask questions and consider why it can sometimes feel difficult to ask questions out loud, especially when we’re worried about looking silly.

Stage 1 – Years 1 & 2: When is it fair?
Our Stage 1 students will explore fairness, starting with a story about some animals baking bread – where all but one help with the work. Should the animal who didn’t help still get to share in the bread? Later, they’ll discuss fairness in different contexts, including how to divide slices of cake. Through these discussions, they’ll consider different ways of thinking about fairness and what makes something feel fair or unfair.

Stage 2 – Years 3 & 4: Being greedy
Stage 2 students will think about what it means to be greedy, starting with the story of King Midas, who wished that everything he touched would turn to gold. They’ll also explore stories of children collecting things and discuss questions like: Is it wrong to want more toys than you can use? Is there anything wrong with wanting to be the richest person in the world? They’ll consider different perspectives on greed and whether wanting more is always a bad thing.

Stage 3 – Years 5 & 6: Voting
Our Stage 3 students will explore questions about voting, beginning with student elections. Should you vote for someone just because they’re your friend? How should we balance self-interest with the needs of others when deciding who to vote for? They’ll also consider whether voting should be compulsory or voluntary.

Stage 4 – Years 7 & 8: You’re not the boss of me
Stage 4 students will reflect on how much control they should have over their own lives. They’ll start by considering screen time – who should decide how much is too much, and why? They’ll also look at smoking laws and explore why some rules exist to protect individuals from harm. What right do parents, adults and governments have to limit teenagers’ freedoms? Why do we have age limits? Is it ever okay to stop people from doing things for their own protection? These discussions will encourage them to think critically about rights, responsibilities and personal autonomy.

Each term brings new ideas and questions and we hope these topics spark interesting conversations at home as well!

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Five lessons I’ve learnt from teaching ethics

Karina Morgan is a volunteer ethics teacher who’s learnt as much from her class of seven-to-nine year olds as they learn from the ethics curriculum. Here Karina describes her own five lessons learnt.

Each week, for 45 minutes, I sit down with a group of Year 2 students and discuss ethics. We’ll tackle an ethical concept or dilemma, typically in the form of a story, with questions designed to draw out deep discussion amongst the class.

The Ethics Centre established Primary Ethics as an independent not-for-profit in 2010, tasked with developing a curriculum and recruiting volunteers to run weekly ethics classes as an alternative in the scripture timeslot in public schools. They now deliver lessons to 45,000 children in 500 schools from kindergarten to year eight.

Classes are led by trained volunteers, who act as impartial facilitators. Our role is to model active listening and ask questions that build critical thinking skills and encourage collaborative learning.

For me, it feels like the most important gift I can give to the next generation. And if I’m honest, I find I am learning in each and every class right alongside them. Here are five lessons I’ve learned from teaching the Primary Ethics curriculum:

1. Curiosity is the gateway to critical thinking

Embracing curiosity is how we learn; it’s the driving force for growth, discovery and innovation. The innate curiosity in children is a vital foundation for developing skills like critical thinking, empathy and thoughtful decision-making.

You see, a curious mind doesn’t accept information at face value; it probes deeper, asking why, how and what if? It fuels the critical examination of ideas, helps us identify biases, to sort fact from fiction and consider situations from multiple perspectives.

I admire the unbridled curiosity of the students I teach. It’s contagious. As adults, we can get stuck in our routines and belief systems. We accept the status quo and stop exploring what’s possible.

2. There is power in saying ‘I don’t know’

One of the most powerful moments last year came when a student asked a question I couldn’t answer. I took a breath and said, “I don’t know – what do other students think?”

And just like that, the room lit up. I had given the students permission to be knowledge holders and had modelled the open-minded growth mindset we want to cultivate through ethics lessons. Since then I have witnessed so much more willingness from everyone in the room to have a go.

It turns out there’s a kind of magic in admitting you don’t have all the answers. Teaching ethics is not about being an authority; it’s about being a partner in figuring things out. Admitting you don’t know doesn’t make you weaker – it opens the door for connection and learning.

3. To disagree respectfully, we need to be open to learning from each other

Nine-year-olds are full of opinions. But what also stands out to me is how open they are to new points of view, to listen to each other, even when they disagree. Recently, a student in my class said she disagreed with the person sitting next to her. That student smiled, said, ‘that’s okay’ and leaned into hearing her peer explain why. Imagine if we could cultivate that across the political divide.

Kids don’t assume the worst in someone who thinks differently – they assume they are trying their best, just as they themselves are. Watching them address and debate differing points of view without engaging in personal attack or any attempt to discredit each other is a beautiful reminder that respectful disagreement starts with empathy, assuming good intentions and willingness to learn from each other.

4. Psychological safety empowers new ideas and even changes minds

There’s a sense of psychological safety built through collaborative inquiry, because everyone’s ideas and questions are valid here. The kids thrive in the freedom it offers to explore, build on each other’s ideas and even to change their minds.

When I started teaching this class two years ago, everyone was itching to have their turn and to get the answer ‘right’. Now they have begun to really listen to each other – not just to respond, but to understand each other’s opinions.

This year there have been instances where students have discussed feeling conflicted over a question, proposed merit across differing sides of a debate and even changed their mind after listening to other points of view.

It’s a powerful reminder of how active listening can transform conversations. Making someone feel heard deepens trust, fosters empathy and makes room for challenging conversations. It isn’t just a tool for learning; it’s a tool for connection.

5. Ethics in education can establish a resiliency for life

Resilience, I fear, is a word that’s lost some of its charm for a lot of adults. Through ethics lessons I’ve been reminded that resilience isn’t the nefarious push-through mentality or the ability to bounce back from a setback. It can also be staying engaged with challenging situations, even when the answers are messy or unclear. It’s regulating emotions, processing stress and being adaptable to change.

Ethics lessons are about grappling with tough questions, sometimes without any resolution. Nine-year-olds handle this better than you’d think, certainly better than a lot of adults. When there’s no clear answer, they meet the discomfort of uncertainty with curiosity and creative thinking.

Find out more about volunteering with Primary Ethics >>

Originally published by The Ethics Centre
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How Critical Thinking Empowers the Next Generation in the Age of AI

What if the future of our society rests in the hands of the next generation learning to think critically?

That’s the question Sinéad Fitzgerald pondered in 2023 while delivering work presentations about AI. Although she had heard of Primary Ethics, this question and the follow-up rhetorical reflection, ‘What are you going to do about it Sinéad?’ gave her the drive to become a volunteer ethics teacher.

Sinéad writes: Over the course of 2024, I had the absolute privilege of teaching ethics to an engaged and fun group of Year 5 students. These young minds — nine to 11 years old — opt for ethics over scripture and what I witness in their discussions is nothing short of remarkable. Their curiosity, resilience and willingness to grapple with ethical dilemmas give me hope, not just for their futures but for the future of our world. In their questions and reflections, I see the seeds of a generation ready to navigate an era dominated by artificial intelligence (AI). Watching these students explore complex issues reminds me of an essential truth: we are equipping them with perhaps some of the most necessary skills for the future — skills in ethical reasoning, critical thinking and collaborative inquiry.

Critical thinking: the compass for the AI era

How do we ensure our children are equipped to navigate a world dominated by AI?

As AI reshapes industries and lifestyles, critical thinking emerges as a non-negotiable skill. AI can analyse data, recognise patterns and even mimic creativity, but it cannot replace human abilities to question, interpret and decide based on values. For today’s young people, the overwhelming flood of information — often a blend of truth and distortion — makes critical evaluation essential.

Sinéad Fitzgerald

Primary Ethics is a not-for-profit organisation offering secular ethics education as an alternative to scripture classes in primary schools. The curriculum is crafted by a team of philosophers, educators and experts, ensuring lessons are age-appropriate, engaging and relevant. Aligned with The Ethics Centre, Primary Ethics offers a robust program that equips young minds with the tools to navigate moral and social challenges, fostering a generation of empathetic, informed and ethical decision-makers who can contribute meaningfully to society.

Lessons that inspire

Over the year, our lessons explored themes such as A Fair Society, where students tackled the question, do societies have a responsibility to ensure everyone has access to education and healthcare? This led to debates about the challenges of addressing inequality and whether luck — good or bad — should influence social responsibilities.

In Appeal to Authority, students examined when it’s appropriate to accept advice or rules from authority figures, such as teachers or doctors, and when it’s okay to challenge them. This lesson was instrumental in developing discernment and confidence, helping young thinkers navigate a world where blind trust can sometimes lead to misinformation or manipulation.

Discussions on Extending Human Rights to Animals asked whether rights traditionally reserved for humans, such as the right to free speech or education, should be extended to animals like chimpanzees. Students were encouraged to reflect on what it means to have rights and whether ethical considerations should transcend species boundaries.

Other lessons, like Beliefs, Opinions, Tolerance and Respect, prompted students to consider whether all beliefs deserve respect and tolerance, especially when those beliefs may cause harm. Meanwhile, the topic of Teasing dove into understanding when, if ever, teasing is acceptable and how it can impact relationships and emotional well-being.

Image generated with AI

As artificial intelligence (AI) technologies like chatbots, search engines and personalised recommendations become ever-present in students’ lives, it’s important for them to reflect on how they engage with such technologies. I was delighted to teach a new topic called Interacting with AI. Some big questions students discussed in this topic include: How is AI different from and similar to human intelligence? Is it okay to use artificial intelligence to help with schoolwork? Can we be friends with a chatbot? Is it wrong to be cruel to artificial intelligence? Can we trust the information provided by artificial intelligence?

The most profound moments in my ethics classes have often come from the students themselves. During our AI-focused lesson, a discussion emerged around AI-generated art. A student asked, “If AI can create art, is it really ‘stealing’ or are we redefining creativity in a new way?” which sparked a spirited debate. Several students argued that human intent makes art meaningful, while others proposed that art’s value lies in the audience’s experience, not its creator.

Sinéad Fitzgerald

This wasn’t just a theoretical exercise but a testament to the power of critical thinking. The students weren’t just finding answers — they were learning to ask the kind of questions that lead to deeper understanding. Across all lessons, students are encouraged to question assumptions, evaluate arguments and consider the broader implications of their ideas.

A small role, a big impact

I genuinely enjoy playing my small role in helping our children become ethical decision-makers. Watching them learn to think critically, give evidence-based reasons for their opinions and have attentive discussions, even in respectful disagreement, has been deeply rewarding. These skills will serve them for a lifetime, enabling them to navigate and shape an ethical, equitable and thoughtful society.

These young thinkers show us that tomorrow’s potential lies in curiosity and empathy. They recognise that technology, including AI, is neither inherently good nor bad — how we use it determines its impact.

The World Economic Forum and LinkedIn’s recent analysis of the skills most in demand for future talent notably emphasise that critical thinking and problem-solving skills are essential for the modern workforce. This aligns perfectly with what we’re cultivating through these lessons, which are more than classroom exercises — they are opportunities for students to develop the tools needed for thoughtful and engaged citizenship in a rapidly changing world.

By nurturing these capabilities today, we are cultivating a generation that will thrive in the AI age and steer it toward a more inclusive and ethical future. Imagine a world where our leaders, innovators and creators are as conscientious as they are competent—a world shaped by those who ask not just what can we do? but what should we do?”

Let us prioritise critical thinking in education, recognising its role in creating a brighter tomorrow. By empowering young minds to ask big questions, engage in thoughtful discussions and tackle ethical dilemmas, we prepare them to navigate and redefine the complexities of our world.

The future is not just bright — it is inspiring, dynamic and waiting to be shaped by a generation of thinkers ready to lead.

In time, not very much time at all, it will be the decisions of the children we teach today that will shape the world

Dr Simon Longstaff, The Ethics Centre and Primary Ethics Board

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From Kindy to Year 6 – ethics reflections

Emma Bonham has taught ethics to her daughter’s class from the start of primary school and now to the end. She reflects on “a remarkable time”.

I’ve had the most remarkable time guiding my little ethics group from Kindergarten to Year 6, with very few class changes along the way. I have been so lucky in this, because it has allowed me to see the immense benefits that children gain when they get the opportunity to have consistent exposure to the ethics program.

From almost before they can read and count, they are also learning how to reason, think, disagree with courtesy and keep their minds open. It fills me with joy to see them now, in year 6, able to grasp complex subjects with ease and dive into potentially divisive topics with eagerness and curiosity. Their minds are flexible and their natures open – they understand the ethics circle to be a place of safety and confidentiality and they do not hold back their opinions!

For me, the lack of an engaging non-scripture alternative was what drew me to ethics. I wanted my own children to have this option and when I started seven years ago, volunteers were (probably still are) in short supply. As soon as I reached a time when I could attend the training I did so. The training course pushed me out of my comfort zone in that I had been a stay-at-home mum for quite a few years by then and it seemed confronting to be surrounded by people I did not know, learning new things and making presentations in a group scenario. Once I got there, however, I realised that of course everyone running it was lovely and delighted to have volunteers eager to learn. And everyone volunteering had a desire to contribute to their local community that of course was similar to mine, so it became a fun few days.

emma-bonham-daughter
Emma and her daughter

Before I became a mum I was a university lecturer, but it was actually my parenting skills and the in-school reading group experience that came to the fore with ethics training. Teaching at uni is teaching adults, not crowd-managing kids in a classroom!

A firm voice, clear boundaries, an understanding of your next 30 minutes, these are the things that are important in an ethics class.

Emma

And the training is designed to get you to a place where you feel comfortable delivering a lesson and managing kids in their many moods. I feel I haven’t had to do terribly much classroom management this past year or so, because I’ve had the same kids for so long. A quiet reminder here and there that only one person talks at a time, but not much else. In earlier days, though, I found that adding levity to a situation worked wonders. When they were little I would tell them they needed to put up their hand to speak so my ears didn’t fall off if they all shouted at once. I often used positive reinforcement when they were young too, praising whichever child or side of the circle was showing me the best listening face, or congratulating them on their grown-up behaviour.

It has been great to see the kids learn how to disagree, sometimes passionately, but always with respect. More, though, for me, there is a huge sense of satisfaction in watching them change their minds and be able, and confident to articulate that they had thought one thing at the start of the lesson and had their mind changed by the ensuing discussion. I have always offered praise for this sort of flexibility and humility, because it’s such a great skill, to be able to concede with grace. In conjunction with this is the learning to not judge a scenario in the first instance, a compassionate skill that will stand them in good stead as they head to high school.

For myself, I’ve had to learn and perfect the ‘resting neutral face’! Sometimes the kids are so confident and so quick to ask a question it might be easy to judge or respond with my own bias, so it’s been a very good learning curve for me, to learn to restrain that first response and give them the space to express their views.

Emma

One of the joys I wasn’t expecting is the little lift I get when one or two hang back after class or walk into the playground with me, because they’re not quite ready to stop talking about the topic of the day. This is a big deal, given that my class is right before recess and they generally shoot off into the playground! I know they’ve had a great lesson if they want to keep talking. Also, a few times I’ve had the in-class teacher afterwards comment on the great topics and how interesting they are to listen to, which is always good feedback for the program. Honestly, I can’t remember all the way back to Kindy, but recently my group have loved the topic on Midas, the story of the man who stole from a pharmacy for medicine for his sick wife, and the question of whether to prioritise helping people nearby or far away.

By far the most wonderful reward after all these years, though, came very recently. My daughter got in the car after school and began telling me about her day, as usual, and mentioned that the class teacher had been using AI to mark assignments and various other classroom tasks. She told me that she and a couple of her classmates, who are in ethics with her, began a whole-class discussion about AI, ‘just like in ethics last week’. My grin could not have been bigger.

There’s personal satisfaction, of course, in realising they retain the knowledge, but also a sense that they will go into high school with these important skills and an ability to think with flexibility that they might not get in any other part of their learning. What a fabulous note with which to end my time with them!

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