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philosophy games
jesse walsh
Disclaimer: These games and activities are designed to provoke philosophical discourse among the students, usually pertaining
to at least some of the indicated pertinent topics. They are not in any way intended to characterize entire philosophical
disciplines and may possibly omit or overlook arguments or aspects of a particular school of thought that someone else may
consider crucial.
Avowal: You hereby have my expressed written consent to reproduce and redistribute this document to any person(s) wishing to
advance the field of pre-college philosophy. Please also feel invited and inspired to modify any of its contents to best suit the
needs of your students.
Happy Philosophizing!
Jesse Walsh
jwalsh13@bu.edu
Your Notes:
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completed within the space-time parameters of the game, thus
“Philosopher Says” lending themselves to a rather different sort of free will discussion.
(Some) Relevant Philosophical Topics: free will, morality, intent, I usually offer a prize to the winner to keep their motivation up
consent when the pushups enter into play. Then I typically reward all of
them since there is never an actual winner.
Rules: This game is played with exactly the same rules as “Simon
Says”. The Philosopher (teacher) instructs the students to perform Important Notes: Obviously, a great deal of trust and discretion
various tasks/maneuvers by prefacing them with “Philosopher must be utilized in choosing appropriate commands for your
Says”. If the philosopher does not utter this phrase prior to giving students. The windows in our classroom are incredibly difficult for
instructions, students should not perform the given task. If they do, the kids to open, especially in the colder months of the year. So I
they are “out” and must sit down. Additionally, if the teacher does don’t have to worry about students actually attempting to obey this
say “Philosopher Says” and the students do not comply, they are command. If you had a group of all boys, they’re probably not
also out and must take a seat. The special thing here is in regard going to make out with each other, but a mixed-sex group might
to what students are asked to do. Generally, the game begins with react differently – especially if any of them are already “dating”!
relatively benign commands (e.g. touch your Finally, the sort of free will in question here is primarily focused on
head/nose/tummy/whatever, spin in a circle, high five a neighbor, individual agency. You can definitely work in a discussion of the
etc.), then proceeds to moderately uncomfortable or undesirable infinite regress that is causal determination, but it’s not likely to
commands (e.g. jumping jacks, running laps around the room, come up on it’s own.
pushups, burpees, etc.). When the students are sufficiently worn
out and you determine it’s time to end the game, a final Some Potential Prompts:
preposterous command is given (e.g. go jump out the window, How did this game make you feel?
make out with your neighbor, pick your neighbor’s nose and eat it, Why might you follow some commands, but not others?
etc.). The game will be over at that point since none of the If you really did jump out the window and got hurt, do you
students will comply (or will be able to comply). think [the teacher] would be in trouble, or you? Or both?
Do you always have to follow the directions of authority
Potential Modifiers: You could change the name if “Philosopher figures? How do you know when it’s okay not to?
Says” becomes too cumbersome to repeat over and over again. I What does this game have to do with philosophy?
think I tested out “Hobbes Says” one time for this reason, but it
didn’t feel right so I stopped doing it. There are two sorts of final APPENDIX
commands you could give, and if you and your students have the I typically preface this game with a free will centered warm up
time and stamina, you could try both! One sort evokes an activity to dig up some central ideas and prime the appropriate
avoidance response in the students – their desire to not perform portions of their brains. (Conversely, you could also use the game
the given task outweighs their desire to participate in or win the as a priming activity and this could be done afterwards). Students
game. The examples listed in the rules above fall into this are given a stack of index cards and asked to come up with as
category. Alternatively, you could also suggest something they are many possible reasons as they can for why they are in that
physically or logistically incapable of doing at that precise moment particular classroom at that particular time. Give them about 5
(e.g. grow 3 feet taller, change an infant’s diaper, recite the entire minutes to complete this, then collect the index cards. On the
US Constitution in Swahili, bleed yellow blood, etc.). These sorts board, make 2 columns – “Within Your Control” and “Not Within
of commands are not necessarily undesirable, but they cannot be Your Control”. Read each card aloud and then have the students
decide which column it belongs in. Despite the fact that middle ________________________________________________
school students tend to regularly blame everyone else around
them for their own actions, to my surprise they typically want to ________________________________________________
put most of the index cards into the “Within Your Control” column. ________________________________________________
Be prepared to encourage them to think a little bit deeper about
some of their claims! Aside from the likely very fruitful
conversation that will be sparked by the card-sorting activity, here
are some potential follow up prompts:
So given what is on the board, how can you know if you
are acting freely?
Your Notes:
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Potential Modifiers: The “Perfect Life” survey could be modified
to suit the tastes of your students. If you’re still working on team
building skills, you could have groups self-assign a name and
decorate a sign indicating their choice. Also, depending on how
much time you had, you could turn the “My Perfect Life” portion
“Deal or No Deal?” into a project. Students could make a collage in PowerPoint by
(Some) Relevant Philosophical Topics: utopia, metaphysics, gathering images and things from the internet, or using magazines
happiness, “Brain in a vat” and glue if computers are not available. Putting more emphasis on
this facet of the activity could lead to some great discussions on
Rules: This activity is actually a very informal debate disguised as concepts like utopias and perfection.
a sort-of game show. To begin, have kids fill out “My Perfect Life”
surveys (see Appendix). When they’re finished, explain “The Important Notes: The wily rebel types will try to outsmart this
Deal”, which is essentially an opportunity to attach your physical thought experiment. Explain from the outset there will be no
body to the experience machine: I promise you that you could outsmarting the experience machine, so don’t even try building
have your perfect life – anything in the whole world that you such anarchy into your personal utopia! Enthusiasm of the game
wanted but there is a catch. The way you would achieve this show host is a huge help in keeping up the interest and energy in
perfect life is by me hooking up a machine to your brain, forcing it this game. Feel free to dress the part, borrow a microphone, make
to think you’re actually having all these experiences in “the real some decorations, use a theme song, etc. Disclaimer: The “My
world”. But truly, your body is not going anywhere – it is only your Perfect Life” survey is not meant to circumscribe the whole of
“mind” that is journeying. In your perfect life, you would never human experience; rather, it’s primary purpose is to get the kids
know it was all being simulated by a machine. If you accept the thinking about some details that would be included in their perfect
deal to live your perfect life, you can never “return” to the world lives. There are definitely elements that could be added or
you currently experience. Once everyone has filled out the survey subtracted.
and understands the deal, offer it to each student individually. This
is best accomplished game show host style, with as much cheese, Some Potential Prompts: The students really are the ones who
pomp, circumstance and “Come on down!” you can muster. come up with the prompts here, but you can help steer them while
Preferably, read aloud some of each child’s response, or let them they are brainstorming arguments. They generally raise questions
read parts aloud they’d like to share. Present them with the about:
question, “Deal or no deal?” Students who accept the deal will be The concept of perfect (especially how it might change
placed together on one team, and those who reject the deal will be over time even for the same person)
another team. If the teams are very uneven, you can either move
Reality – what is it? Where is it?
a few kids around, or just join the team with less advantage. Once
Happiness – how is it achieved? Is there anything more
the teams are set, each group must come up with three reasons
important in life than this?
why they think the opposing team made a bad decision.
Arguments are heard from both sides and then groups must What does this game have to do with philosophy?
address these points with (three) counterarguments. A judge
(either the teacher or a pre-selected student) determines which APPENDIX
team is more convincing, and they are the winners. Prizes may be “My Perfect Life”
handed out if desired. Name: __________________
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1. Do you want to get married or be single? Any particular person
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you want as a spouse?
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Continued on back
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2. What kind of job would you want? Or would you rather not ________________________________________________
have to work?
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3. Do you want to be super rich, rich, middle class, or poor?
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4. Do you want children? How many? ________________________________________________
8. What other kinds of things would you like to own (for example:
boat, cars, helicopters, football teams, stadiums, etc.)?
Your Notes:
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questions. The content of the cards could easily be altered. The
game could end in the manner mentioned above, or could
continue until n number of students completes it, or n number of
cards have been filled out, or until they’re all too tired to keep
going. If desired, prizes could be awarded to top finishers.
Potential Modifiers: The size of the running field, the number of Would you tell anyone if you won $1 million in the
stations, amount of laps they must run in between answering lottery? Who/Why/why not?
What would happen if you didn’t share any? Would someone else? Do you think murder rates overall
there be consequences? would increase, decrease, or stay the same?
Dessert!
(Some) Relevant Philosophical Topics: dessert, essential
qualities Your Notes:
Rules: At the end of each term, my students always ask if we can ____________________________________________________
have a party. This activity/discussion was my compromise on ____________________________________________________
giving them a sort of relaxing, celebratory class while not
simultaneously losing an entire week of philosophical discourse. ____________________________________________________
The dessert/food is distributed first, and then discussion happens ____________________________________________________
while the students are snacking.
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Potential Modifiers: You could either tackle the whole of desserts ____________________________________________________
at the same time, or choose a singular theme (e.g. cookies, cakes,
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