Junior Thinkers Conference 2026

How can scientists tell what stars are made of — and how fast galaxies are moving — using nothing but light?

Why does looking into space also mean looking back in time?

And how did these discoveries lead to the idea that the universe had a beginning?

In this intellectually demanding session, students explore how astronomers use Fraunhofer lines to identify the elements inside stars, and the Doppler effect to measure the motion of distant galaxies. These ideas underpin the discovery that the universe is expanding — a conclusion that reshaped modern science.

The talk draws on the work of key thinkers including Albert Einstein and Georges Lemaître, showing how evidence, mathematics, and imagination combine in real scientific discovery. Students are challenged to think carefully about how scientific knowledge develops, and where its limits currently lie.

Well-suited to high-attaining students with strong STEM interests who enjoy abstract reasoning and thinking beyond the curriculum.

What do we actually mean when we use the word “soul”?

Is it a separate part of us — or simply a way of talking about who we are?

And is belief in a soul still intellectually defensible today?

This lively and thought-provoking session invites students to explore one of the oldest and most fascinating questions in philosophy: what kind of thing is a human being? Rather than starting with beliefs or answers, the talk begins by clarifying what people have meant by the word “soul” — and why the question still matters.

Students explore different ways of understanding the soul, from views that see it as something distinct from the body to approaches shaped by a scientific, materialist picture of the world. The session also asks whether the idea of a soul might offer an elegant explanation for certain puzzling aspects of human experience or whether such extraordinary claims require extraordinary scrutiny.

The session is interactive, idea-driven, and designed to stretch students’ thinking. It models careful reasoning, intellectual honesty, and the confidence to explore bold ideas without abandoning rigour.

Well-suited to very bright students who enjoy big ideas, playful argument, and thinking hard about what it means to be human.

Should a a person be morally judged by what they intend – or by how things turn out?

Is it fair to blame someone for consequences shaped by bad luck?

And what does this reveal about the true nature of morality?

In this carefully structured Community of Inquiry, students explore the idea of moral luck through powerful stimulus material, including a classic philosophical scenario from Jean-Paul Sartre. Using this and other thought-provoking examples, students test their intuitions about blame, responsibility, fairness, and moral judgement.

Through guided dialogue, the session challenges the assumption that morality is simply about outcomes. Students are encouraged to distinguish intention from consequence, character from chance, and to consider whether good or bad results genuinely reflect moral worth. Along the way, they grapple with deep questions about justice, responsibility, and what it means to act well in an uncertain world.

The Community of Inquiry format develops careful listening, reasoned disagreement, and collaborative thinking, helping students move towards a more mature and nuanced understanding of morality.

Ideal for very bright students who enjoy ethical puzzles, subtle distinctions, and discovering that moral questions rarely have simple answers.

Can it be morally right to care more about “our own” than about others, simply because they are ours?

A balanced ethical debate exploring whether patriotism is a genuine moral virtue, what it requires of us, and how it should shape our responsibilities to others. The session develops rigorous reasoning, respectful disagreement, and the ability to argue both for and against deeply held assumptions.