I find the last example mostly compelling for it’s both interactive and impossible to get wrong. The OP could claim that he has been followed by an invisible dragon inside the classroom, and challenge the students to disprove its existence.
I like that though it would probably need to be somewhat interactive. Either that or you’d need a friend to do some of the call and response bits.
Probably most suitable if the audience includes lots of children.
You: “Hi everyone.
Today I’m going to be talking about some of the important concepts in science like falsifiability …. etc.
To help me I’ve brought John here and my Dragon.”
John:”What dragon? I don’t see any dragon.”
You: “This dragon” [gesture at empty space] “I should probably have mentioned, he’s invisible”
John: ”… Ok, so he’s invisible, lets see what his scales feel like” [wave hand through empty air]
And so on
I find the last example mostly compelling for it’s both interactive and impossible to get wrong. The OP could claim that he has been followed by an invisible dragon inside the classroom, and challenge the students to disprove its existence.
I like that though it would probably need to be somewhat interactive. Either that or you’d need a friend to do some of the call and response bits.
Probably most suitable if the audience includes lots of children.
You: “Hi everyone.
Today I’m going to be talking about some of the important concepts in science like falsifiability …. etc.
To help me I’ve brought John here and my Dragon.”
John:”What dragon? I don’t see any dragon.”
You: “This dragon” [gesture at empty space] “I should probably have mentioned, he’s invisible”
John: ”… Ok, so he’s invisible, lets see what his scales feel like” [wave hand through empty air]
And so on