Philosophical Perspectives on Existence

Overview

Duration: 30 minutes
Class size: 10 students
Year group: Year 8
Unit: Exploring the Universe’s Meaning (Lesson 2 of 6)

National Curriculum Links

Religious Education (KS3) – England

Understanding beliefs and teachings: Pupils should explore a range of religious and philosophical beliefs and their influence on individuals and societies.
Enquiry and discussion: Pupils should develop the skills of enquiry, interpretation, and evaluation to appreciate different worldviews (including non-religious perspectives).
KS3 Programme of Study (2.1-2.3): Recognise and explore philosophical and ethical questions, including those relating to existence and the universe.

Learning Objectives

By the end of this lesson, students will be able to:

Define and explain three key philosophical perspectives on existence: materialism, idealism, and existentialism.
Discuss and compare these perspectives in relation to the question “What does it mean to exist within the universe?”
Communicate their own thoughts clearly, respectfully engaging in philosophical discussion.

Success Criteria

I can describe materialism, idealism, and existentialism in my own words.
I can participate in a discussion to share views on the meaning of existence.
I can listen to others and respond thoughtfully, respecting different opinions.

Resources

Whiteboard and markers
Printed “Philosophy Cards” (key definitions and prompts for materialism, idealism, existentialism)
Large paper and coloured pens for mind-mapping
Speaking and listening guide (brief prompts for respectful dialogue)

Lesson Structure

1. Starter (5 minutes) – Engaging the Question

Activity: Pose the question to the class: “What does it mean to exist in the universe?”
Students brainstorm initial ideas with a partner for 2 minutes.
Select 2-3 students to share thoughts aloud. Teacher records key words on the board.
Link their thinking to the purpose of today’s lesson: exploring different philosophical ways of answering this question.

Differentiation:

Support: Provide sentence starters (e.g. “To exist means...”, “I think existence is...”)
Challenge: Encourage advanced learners to consider how science and philosophy approach existence differently.

2. Input (10 minutes) – Introducing Philosophical Perspectives

Direct Teaching: Briefly introduce each perspective using Philosophy Cards:
- Materialism: The belief that only physical things exist; the universe is made of matter.
- Idealism: The belief that reality is fundamentally mental or spiritual; mind or ideas are primary.
- Existentialism: Focuses on personal experience, freedom, and choice; existence precedes essence.
Use simple, age-appropriate language and relevant examples (e.g., for materialism, the universe is like a huge machine; idealism – the world is a dream or thought; existentialism – we create our own meaning).
Invite students to ask clarifying questions.

Differentiation:

Support: Use visual aids or drawings to represent each view.
Challenge: Present a very brief quote or question from a philosopher (e.g., “I think, therefore I am” – Descartes) and ask advanced learners to guess which perspective it fits.

3. Activity (10 minutes) – Group Discussion and Mind-Mapping

Divide students into three pairs or small groups, assigning each group a perspective.
Each group discusses:
- What this philosophy says about existence in the universe?
- How it might make someone feel about their place in the universe?
Groups create a quick mind map on large paper capturing their ideas.
Regroup and have each group present their mind map briefly (1-2 minutes).

Success Criteria: Use the speaking and listening guide to ensure respectful discussion.
Differentiation:

Support: Provide sentence frames, e.g. “Our philosophy says that…” / “This means that…”
Challenge: Ask advanced learners to think about similarities or differences between perspectives during their presentation.

4. Plenary (5 minutes) – Reflective Pair Share

Pose the reflective question: “Which philosophical perspective do you find most convincing or interesting? Why?”
Partners share their thoughts briefly.
Invite a few volunteers to share with the whole class if they wish.
Summarise: Highlight that philosophy encourages us to explore big questions and that it’s okay to have different views.

Assessment

Formative assessment through questioning during input and group work.
Success criteria checklist for participation in discussion and presentations.
Teacher observes use of key vocabulary and respectful listening.

Extension Activities

Write a short reflective journal entry: “If you were explaining existence to an alien, which perspective would you choose and why?”
Research a philosopher associated with one of the perspectives (e.g., Karl Marx for materialism, Bishop Berkeley for idealism, Jean-Paul Sartre for existentialism) and prepare a 2-minute presentation for next lesson.

Additional Notes for Teachers

Foster a classroom culture where questioning and different viewpoints are welcomed.
Remind students that philosophy is not about right or wrong answers but exploring meaning.
Use formative questioning to gently challenge stereotypes or simplistic views.
Consider seating dynamics so pairs for discussion are balanced in confidence and ability.

End of lesson plan