Many think that Pascal’s Wager is a hopeless failure. A primary reason for this is because a number of challenging objections have been raised to the wager, including the “many gods” objection and the “mixed strategy” objection. We argue that both objections are formal, but not substantive, problems for the wager, and that they both fail for the same reason. We then respond to additional objections to the wager. We show how a version of Pascalian reasoning succeeds, giving us a (...) reason to pay special attention to the infinite consequences of our actions. (shrink)

In the world of Philosophy for Schools, Dr Phil Cam requires no introduction. As stated in a recent edition of 'Journal of Philosophy in' 'Schools' that was dedicated to celebrating his work, ‘Philip Cam is an international authority on philosophy in schools who has been a pioneer in introducing philosophy and ethics into schools in Australia’'. Very simply, when Cam talks about P4C, people listen. As a result, I was hugely excited to receive a copy of his latest book 'Philosophical (...) Inquiry: Combining the Tools of Philosophy with Inquiry-Based Teaching and Learning'. The book forms part of a new series of philosophical books entitled 'Big Ideas for Young Thinkers', published by Rowman and Littlefield. The series is edited by Thomas E Wartenburg, who himself is a hugely significant figure in P4C. (shrink)

Before the start of the COViD-19 global pandemic, I stumbled across Bryan Hall’s book ‘an ethical guidebook to the zombie apocalypse’. I was instantly drawn to the ‘zombiefied’ image of Rodin’s the Thinker on the cover, and so I made an impulsive purchase on a rainy day. On my return home, I filed it unread on my bookshelf where it lay undiscovered - until the lockdown came. Stories began to emerge of a changing world, a growing sense of pandemic panic (...) and a readjustment to a new world and a new way of life - and I remembered my zombie book. With time on my hands, I began to read - and the echoes between the zombie apocalypse and COViD-19 grew more vivid and more real. It became harder to tell truth from fiction as I read of a virus that was spreading around the world, causing society to implode, law and order to breakdown and a sense of right and wrong to be blurred. So, on our return to school, after our lockdown, I was inspired to use the zombie apocalypse as my tool to inspire my year 10 Philosophy elective class – most of whom were just beginning their Philosophy studies. (shrink)

I am the full-time father of two very curious boys aged 7 and 8 for whom I do the daily school run commute and drop off, before I do my other job of teaching high school philosophy. It is a constant challenge to keep my car companions occupied every day, so I’m indebted to the ‘ABC Short and Curly’ podcast. My boys are big fans of the show, and our daily car journeys have been enlivened with often heated discussions about (...) who we would save in a fire, or should we rob the rich to help the poor? Such questions have transformed my humble family car into a mobile ‘Philosophy in Schools’ classroom for our morning commute. The podcast provides the stimulus, while I facilitate the discussion as I navigate rush-hour traffic—it is a great way to prepare me for my school day. As a result, I was excited to receive a copy of the accompanying series book 'The Short and Curly guide to life. 'The book is written by the Short and Curly’s resident Philosopher and Ethicist Dr Matt Beard and Kyla Slaven. The book approaches ethical issues in the style of a collection of ‘field research reports’ that are completed by characters from the ‘Brains Trust’ who take on the role of research agents. Twelve ethical issues are investigated at length, with a chapter being allocated to each—examples being lying, happiness, fairness, promises, friendship, bravery and integrity. (shrink)