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"Worley, Peter"
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CONSIDERING WHERE IS GOD IN A CORONAVIRUS WORLD? AN EXERCISE IN CRITICAL THINKING
This article is a critical response to a short book by John C. Lennox entitled Where is God in a Coronavirus World? in which he rejects atheism as a world-view equipped to deal with an event such as the coronavirus crisis and makes a case for the Christian outlook as the best way to meet such a crisis. The aim of this article is not to affirm or deny theism, but to examine critically the key arguments put forward for Christianity and against atheism by Lennox. Because of the centrality of the appeal to free will by Lennox in his article, some time is spent considering the free will response to the problem of evil, in which some close examination of the Bible is undertaken. The article finishes by outlining a personal, humanistic, secular response to the coronavirus crisis, and addresses solace and hope, two things Lennox denies atheism can provide.
Journal Article
PHILOSOPHY IN PHILOSOPHY IN SCHOOLS
There has recently been a great deal written about philosophy in schools and in this article I shall be addressing some of the main concerns raised in objection to philosophy with young people. By young people I have in mind those in primary school from reception through to Year 6 (ages 4–11).
Journal Article
The if odyssey : a philosophical journey through Greek myth and storytelling for 8-16-year-olds
The If Odyssey draws out the philosophy that lies behind each story in Homer'sepic tale to introduce children not only to the exciting fables of Odysseus,but also to that other great Ancient Greek tradition, philosophy.
eBook
The if machine
Each session in this practical book offers an imaginary situation, followed by a series of questions to encourage children to challenge key philosophical ideas such as values and ethics, gender and identity, and existence and beauty. All the enquiries have been tried and tested, and a handy star system is included to indicate the difficulty level of each one. With a comprehensive introduction and key sections on the philosophy behind the experiments, this book also includes an online teacher's resource to guide practitioners through using the sessions to best effect in the classroom.
eBook
uestion your questioning
(Quick clarification: a closed question is not the same as a leading question, where one strongly implies or states the answer being looked for in the question asked.) So d) is both open and closed, but this makes sense only with a distinction between two kinds of open and closed question: grammatical and conceptual. [...]having considered the question aspect of open and closed questions, now I'd like to address the psychological dimension. \"What is the longest month of the year in the UK?\" is testing the same knowledge as \"In which month do the clocks go back?\" but the satisfaction of a correct answer is much greater. An important quiz-writing technique is to load a question with clues - even if the clues are sometimes very subtle - and the challenge for the contestant is to identify and use the clues to have a good stab at the answer. Make every word count - don't put in information that doesn't point towards the answer or give useful context, but try very hard to put in information that does help steer someone in the right direction. A related point is to use extra information to eliminate ambiguity. Is there some level of edutainment to be had from the facts in the question? A quiz question is for the contestant, not for the writer, so it is vital to watch how people respond to them, as this helps you to understand better what works and what doesn't. Inexperienced quiz writers often have...
Trade Publication Article