The interactive way to teach philosophy

  • twin earth
  • absolute knowledge
  • the experience machine
  • twin earth
  • axiology
  • twin earth
  • absolute knowledge
  • the experience machine
  • twin earth
  • axiology
  • twin earth
  • absolute knowledge
  • the experience machine
  • twin earth
  • axiology
  • twin earth
  • absolute knowledge
  • the experience machine
  • twin earth
  • axiology
  • the beetle in the box
  • ship of theseus
  • deontology
  • epistemology
  • consequentialism
  • the beetle in the box
  • ship of theseus
  • deontology
  • epistemology
  • consequentialism
  • the beetle in the box
  • ship of theseus
  • deontology
  • epistemology
  • consequentialism
  • the beetle in the box
  • ship of theseus
  • deontology
  • epistemology
  • consequentialism
  • trolley problem
  • ship of theseus
  • zeno's paradox
  • deontology
  • ethics
  • trolley problem
  • ship of theseus
  • zeno's paradox
  • deontology
  • ethics
  • trolley problem
  • ship of theseus
  • zeno's paradox
  • deontology
  • ethics
  • trolley problem
  • ship of theseus
  • zeno's paradox
  • deontology
  • ethics
  • solipsism
  • virtue theory
  • duck-rabbit
  • the chinese room
  • sorites paradox
  • solipsism
  • virtue theory
  • duck-rabbit
  • the chinese room
  • sorites paradox
  • solipsism
  • virtue theory
  • duck-rabbit
  • the chinese room
  • sorites paradox
  • solipsism
  • virtue theory
  • duck-rabbit
  • the chinese room
  • sorites paradox
  • epistemology
  • divine command theory
  • absolute knowledge
  • brain in a vat
  • ethics
  • epistemology
  • divine command theory
  • absolute knowledge
  • brain in a vat
  • ethics
  • epistemology
  • divine command theory
  • absolute knowledge
  • brain in a vat
  • ethics
  • epistemology
  • divine command theory
  • absolute knowledge
  • brain in a vat
  • ethics
  • duck-rabbit
  • trolley problem
  • axiology
  • moral relativism
  • categorical imperatives
  • duck-rabbit
  • trolley problem
  • axiology
  • moral relativism
  • categorical imperatives
  • duck-rabbit
  • trolley problem
  • axiology
  • moral relativism
  • categorical imperatives
  • duck-rabbit
  • trolley problem
  • axiology
  • moral relativism
  • categorical imperatives
  • the gettier problem
  • natural law theory
  • brain in a vat
  • thomson's violinist
  • divine command theory
  • the gettier problem
  • natural law theory
  • brain in a vat
  • thomson's violinist
  • divine command theory
  • the gettier problem
  • natural law theory
  • brain in a vat
  • thomson's violinist
  • divine command theory
  • the gettier problem
  • natural law theory
  • brain in a vat
  • thomson's violinist
  • divine command theory
  • mary's room
  • prisoners dilemma
  • sorites paradox
  • virtue theory
  • the experience machine
  • mary's room
  • prisoners dilemma
  • sorites paradox
  • virtue theory
  • the experience machine
  • mary's room
  • prisoners dilemma
  • sorites paradox
  • virtue theory
  • the experience machine
  • mary's room
  • prisoners dilemma
  • sorites paradox
  • virtue theory
  • the experience machine
  • solipsism
  • universalisability
  • prisoners dilemma
  • zeno's paradox
  • thomson's violinist
  • solipsism
  • universalisability
  • prisoners dilemma
  • zeno's paradox
  • thomson's violinist
  • solipsism
  • universalisability
  • prisoners dilemma
  • zeno's paradox
  • thomson's violinist
  • solipsism
  • universalisability
  • prisoners dilemma
  • zeno's paradox
  • thomson's violinist
  • veil of ignorance
  • the chinese room
  • veil of ignorance
  • natural law theory
  • the gettier problem
  • veil of ignorance
  • the chinese room
  • veil of ignorance
  • natural law theory
  • the gettier problem
  • veil of ignorance
  • the chinese room
  • veil of ignorance
  • natural law theory
  • the gettier problem
  • veil of ignorance
  • the chinese room
  • veil of ignorance
  • natural law theory
  • the gettier problem
  • the beetle in the box
  • politics
  • consequentialism
  • categorical imperatives
  • universalisability
  • the beetle in the box
  • politics
  • consequentialism
  • categorical imperatives
  • universalisability
  • the beetle in the box
  • politics
  • consequentialism
  • categorical imperatives
  • universalisability
  • the beetle in the box
  • politics
  • consequentialism
  • categorical imperatives
  • universalisability
  • logic
  • politics
  • mary's room
  • logic
  • moral relativism
  • logic
  • politics
  • mary's room
  • logic
  • moral relativism
  • logic
  • politics
  • mary's room
  • logic
  • moral relativism
  • logic
  • politics
  • mary's room
  • logic
  • moral relativism

We provide educational workshops packed full of ethical dilemmas and thought-provoking philosophical questions.

View Workshops
  • Why philosophy?

    Philosophy and ethics are taking centre stage in education, especially in this era of rapid change. It is important that the next generation is aware of how their actions influence the world. Our content is designed to do exactly that. We impart high-level, real-world philosophy concepts, in a fun and interactive way.

  • Is this for my class?

    Whether you're a teacher looking for an engaging way to incorporate ethics and philosophy into regular subjects or a philosophy, ethics, or religion educator seeking to enhance your teaching methods, Terra Symposium has something for you.

  • How fun is it really?

    Our content is completely narrative based and interactive. Students role-play, and are responsible for responding to a given problem.

    • Business students run a business for the day.
    • Legal students step into the shoes of company leaders.
    • Science students design ethical experiments.
    • And so many more options...

Outcomes

  1. 1

    Strengthen connections between peers

    Students are encouraged to contribute their ideas and perspectives, working within their countries to reach consensus.

  2. 2

    Foster a culture of inquiry

    Together we challenge assumptions, seek diverse perspectives, and explore new ideas.

  3. 3

    Lifelong learning

    We strive to continually develop ethical reasoning skills, self-awareness, and gain a greater understanding of the world around us.


Selected press

iAwards 2022

Testimonials

  • an engaging way to develop skills in critical thinking, collaboration, articulation and argumentation that have real world value. I look forward to implementing this resource in my classroom.

    Cheryl McArthur, Gifted Education Teacher
  • The students were totally engaged. It was fun. It was challenging. It was unpredictable. This was a game that doesn’t treat children like children The students had agency and a voice.

    Justin Beckett, Principal
  • It is terrific fun but helps to challenge our students’ worldviews and attitudes in a safe, neutral space. It helped them find their voice, clarify their ideas and reflect on problematic behaviours.

    Catherine Bradshaw, Teacher
  • On top of being educational, it also was an extremely fun experience, strategizing and scheming with people that I hadn’t really gotten to know yet.

    Daniel Kim, Student, Year 12