Keeping identity enquiries safe

Identity can feel personal, so set the frame clearly. The group discusses ideas and characters, not individual classmates. Nobody has to share anything about their own family, body or background, and 'pass' is always allowed.

Agree ground rules at the start: we listen without interrupting; we speak about ideas, not people in the room; we give reasons; anyone can pass. Remind the group of these before the enquiry begins.

Stimulus and questions

Stimulus, 'The New Bike': Sami's bike has had every part replaced over three years: new wheels, new seat, new chain, new frame. His grandad says, 'That's not the bike I gave you.' Sami says, 'Yes it is, it's always been my bike.' Later Sami finds all the old parts in the shed and wonders what would happen if someone rebuilt them.

• Is Sami's bike still the same bike?

• Are you the same person you were as a baby?

• What would have to change for you to stop being you?

• Do other people decide who you are, or do you?

• Can you be two different people in two different places?

Sample session: ages 8 to 11, 45 minutes

Materials: the story, a simple drawing of a bike, sticky notes, a 'thinking line' of string across the floor with 'Same' at one end and 'Different' at the other.

• 5 min: warm-up. 'Change one thing': a volunteer leaves the room, the group changes one detail in the room, and the volunteer spots it.

• 5 min: read the story and show the bike drawing.

• 5 min: children stand on the thinking line to show whether the bike is the same, then give one reason.

• 5 min: pairs write questions; the group votes.

• 20 min: enquiry on the chosen question.

• 5 min: return to the thinking line. Who moved, and why?

Facilitator moves

Ask children to test their criteria: 'If memories make you you, what about things you've forgotten?'. Draw out distinctions such as body, memory, personality and name. Encourage use of the story rather than personal examples when talk drifts toward private matters.

With younger children, use a toy that can be rebuilt from blocks. With older children, add a second case, such as a character who moves country and learns a new language, to test whether their answer still holds. If a child shares something that raises concern, follow your school's safeguarding procedure after the session.

Key points

• Frame the enquiry around a story, not the children themselves.

• Make 'pass' a normal and respected choice.

• Use a physical thinking line so changes of mind are visible.

• Help children separate body, memory, personality and name as ideas.

Ready-made resources

Printable session plans and materials for this topic are available from EduTrend Contents: P4C-140 Who Am I? Identity Enquiries.

Photos: Aaron Burden, Daniel Bernard / Unsplash