Philosophical Chairs

Philosophical Chairs is an activity designed to foster critical thinking, active inquiry, and respectful dialogue among students. To play, participants agree or disagree with a series of statements, but the game doesn’t end there. The most crucial element is what happens next: Participants discuss their points of view and can switch sides if their opinions change during the discussion.

Each topic statement is deliberately open-ended yet ties into a number of the themes present in Falstaff—including the consequences of lying and deceit, the complications that result from searching for easy solutions, and the importance of laughter. Set the stage for this conversation mindfully. Offer students a brief overview of the opera’s plot, setting, and context, and remind them how to build a safe space for productive conversation. Some of the topics might be confusing or hard—that’s okay! As you and your students explore and learn about Falstaff, you can return to these statements: What do they have to do with the opera’s story? How might these questions help us explore the opera’s story, history, and themes?

THE STATEMENTS

• People’s perceptions of you don’t matter.
• The older you get, the less you have to be on your best behavior.
• Quick fixes solve all problems.
• It is acceptable to tell white lies.
• Misleading others is not lying.
• Deception is immoral.
• Retribution is always justified.
• Games of the heart can have devastating consequences.
• Only arrogant people are proud.
• It is okay to laugh at someone else’s expense.
• There’s no better medicine than laughter.
• Life is too short to hold a grudge.
• Whoever laughs last laughs loudest.
• The world needs more Falstaffs.

A NOTE TO FACILITATORS: Between statements, provide some clarity as to why that particular statement was chosen. Explain to students where and how each particular theme shows up in the opera, or invite students to offer their own explanations.

STEP 1. INQUIRE

Invite students to read one of the statements—out loud as a class, to themselves, or in small groups. As they read, they should ask themselves:

• Do I understand the statement?
  • If not, what questions might clarify it for me?
• What immediately comes to mind when I read the statement?
  • What is my initial reaction: Do I agree or disagree?
• What led me to that decision?
  • What opinions do I hold with regards to this statement?
  • What life experiences may have led me to believe this way?

STEP 2. RESPOND

Ask students to commit to one side. They can agree or disagree, but there is no middle ground. (Many will not be completely comfortable committing to one side over the other—that’s part of the game. It will help foster conversation and debate.)

STEP 3. DISCUSS

Share out! Use the following questions to guide discussion:

• Does anyone feel very strongly either way? Why or why not?
• Does anyone feel conflicted? Why or why not?
• Give voice to what you thought about in the first step:
  • What led me to make my decision?
  • What opinions do I hold with regards to this statement?
  • What life experience may have led me to believe this way?
• What might you have not considered that others are now bringing up in the discussion?
• Did any new questions arise during the discussion?

As the conversation continues, students are free to change their mind about whether or not they agree with the statement—or develop a more nuanced perspective.

Repeat steps 1 through 3 for each statement.