What an ethics enquiry is for

The aim is not to deliver a moral lesson. In a community of enquiry, the approach developed by Matthew Lipman and used by SAPERE in the UK, children choose a question, give reasons, listen to each other and change their minds when a better reason appears. The adult keeps the thinking moving but does not supply the answer.

Ethics works well as an early P4C theme because children already hold strong views. Your job is to help them notice the difference between what they feel and what they can justify.

Ground rules and a stimulus

Agree three or four ground rules before the first session and keep them on the wall: one person speaks at a time; we build on or disagree with ideas, not people; we give a reason with every view; it is fine to change your mind.

Stimulus, 'The Last Biscuit': Mira and Tom are tidying the classroom. Mira finds one biscuit left in the tin. Tom did most of the tidying, but Mira has not eaten since breakfast. Nobody else will ever know who took it. Mira breaks it in half, then stops and wonders whether half is really fair.

• Is it fair if the person who worked harder gets more?

• If nobody will ever know, does it still matter what you do?

• Is being fair the same as being kind?

• Can breaking something in half ever be unfair?

• Who decides what fair means?

Sample session: ages 8 to 11, 45 minutes

Materials: the story printed or read aloud, sticky notes, pencils, a sheet for the question vote. Seat children in a circle so everyone can see each other.

• 5 min: warm-up game. 'Would you rather' with two harmless choices; children move to a side and give one reason.

• 5 min: read the story twice. Give 30 seconds of silent thinking time.

• 10 min: pairs write one question on a sticky note. Read them out and group similar ones.

• 5 min: vote on one question using a single tick each.

• 15 min: enquiry. The child who wrote the chosen question opens, then speakers pass the turn.

• 5 min: last words. Each child says one sentence beginning 'Now I think...'

Facilitator moves

Ask for reasons ('Why do you think that?'), examples ('Can you think of a time when...?') and counter-examples ('Is there a case where that would not be true?'). Invite links between speakers: 'Do you agree with Sam, and why?'. When the talk circles, summarise two positions and ask what separates them.

Stay neutral on the content, even when you hold a view. If a child raises a personal situation, thank them, keep it general and follow up privately afterwards. With younger groups, use a shorter story and a thumbs vote; with older groups, add a second scenario that tests the rule they agreed.

Key points

• Keep ground rules visible and refer back to them every session.

• Let children choose the question; the vote builds ownership.

• Ask for reasons and counter-examples rather than correcting answers.

• End with 'Now I think...' so shifts in thinking become visible.

Ready-made resources

Printable session plans and materials for this topic are available from EduTrend Contents: P4C-120 Fair or Not? Ethics Enquiries.

Photos: Charlein Gracia, Annie Spratt / Unsplash