Inclusive Philosophy

This page shares work and ideas for creating inclusive philosophy curriculum and groups for adults with intellectual and developmental disabilities.

Why?

Philosophy helps us question, explain, and improve our lives.

Though we rightly consider bringing ethics to the general population, children, and incarcerated people, we rarely discuss what it would mean to offer ethics to adults with intellectual and developmental disabilities (IDD). People with IDD, unlike other populations we wish to reach, will often never encounter philosophy in an academic setting, and philosophy in non-academic settings, such as library discussion groups, may feel unsafe and risky.

Philosophy in particular has been antagonistic towards people with IDD, often using examples of people with cognitive disabilities in distasteful thought experiments and perpetuating rhetoric which privileges the way certain kinds of minds work. We have so far refused to engage seriously with the lived experience and insights of people with IDD, let alone provide them with the tools, knowledge, and experiences of philosophy we so value. 

What is an accessible philosophy class?

In an accessible philosophy class, a disability is not a liability but simply a fact that shapes how the class works. The instructor or leader shapes the content and questions to be relevant and approachable for the participants. The class is interactive, with the goal of sparking discussions and new questions, and empowering.

Sample Lesson Plans

Notes from Kind People Class #2

Review: class agreements

  • Listen
  • Wait your turn, raise your hand
  • Be on time
  • Be respectful—don’t interrupt, be kind to one another
  • Try to be excited
  • Stay engaged—pay attention to friends, stay focused, be part of the conversation

Review: Moral community: church friends, all dogs, friends, family, strangers

Sharing: What is a kind thing you did for someone in your moral community?

This week: CONSEQUENCES

  • We use the word “consequences” to talk about bad consequences, but consequences can also be good
  • We can think about “consequences” by thinking about “What if…”

DANCE BREAK

“What if” brain—we have the “what if” brain to help us plan. Sometimes the “what if” brain can do a lot, a lot of work (like in the song). Sometimes we need to remember to use the “what if” brain.

What’s a likely consequence if… (What if…)

            I drink a lot of water before I go to bed

            I practice my lines for the show

            I plant flower seeds in the ground in a sunny place and water them

            I watch a lot of movies on my tablet and don’t plug it in

Do we always know what will happen?

Consequence if…

            I buy my friend dinner

            I wear a purple shirt

            I bring an umbrella with me tomorrow

            I decide to start a new job

We don’t know what will happen! But, we can act in ways to make certain consequences more likely. We should especially think about how the consequences of our actions effect other people.

Homework: Notice a consequence

Resources

Philosophy Learning and Teaching Organization (PLATO)