The Runaway Train, what would you do? 

I wonder if you have come across a version of the thought experiment first put forward in 1967 by the English philosopher, Phillipa Foot. Here’s the basic dilemma: a train is running down a track and is out control. If it continues on its course, unchecked and undiverted, it will run over five people who are working on the tracks. You have the chance to divert it onto another track, simply by pulling a lever. If you do this, though, the train will kill one person who is standing on this other track. What should you do? 

This is one of the many questions which pupils discuss (often passionately) in their Philosophy lessons, but in a world of AI, Chat GPT and a never ending, confusing and challenging geo-political context, the need for our children to critique, to argue and to form well-reasoned and balanced conclusions is even more important. The importance between true and false has increasingly become blurred and it is therefore imperative that we equip our pupils with the core skills to help them to navigate their world. 

Earlier this term, Years 7 and 8 spent the day with ‘The Philosophy Man’ (About Us – The Philosophy Man) who probed and challenged them to argue, to take a side, to consider their moral compass and how their own views could be refined. These skills are not just important for our children but also our teachers, the latter of whom enjoyed a twilight INSET with Tom Bigglestone, grappling with his ‘evilometer’ and revealing the truth behind each and everyone’s own boundaries and morality.

Everyone agreed that the event was vital, and we even extended it into Chapel that week with the question: is it a good thing to have a strong national identity? You may not need any new topics to discuss over the kitchen table – I am sure your child is more than adept at arguing! – but in a quiet moment do ask them about The Runaway Train and what they would do and why.