The 2027 John Locke Essay Competition prompts have begun circulating on social media, with 10 potential questions spanning Law, Politics, Philosophy, History, Economics, International Relations, Psychology & Neuroscience, Public Policy, Science & Technology, and Theology. This article examines the key ideas and assumptions behind each question and highlights emerging themes in the competition.
Please note: These questions have not been officially confirmed by the John Locke Institute as the final prompts for the 2027 competition. They are based on publicly shared photos and social media posts. Students should refer to the Institute’s official announcements for confirmed questions, rules, and deadlines.
1. History
Was American Independence worth the bloodshed?
This question asks students to evaluate the American Revolution by weighing its political ideals and historical consequences against the human cost of achieving independence.
A strong essay could examine what independence made possible, who benefited from it, and whether the outcomes justified the violence involved. Students might also consider whose perspectives are included or overlooked when evaluating the revolution’s legacy. In addition, students would need to establish clear criteria for making that judgment and support their conclusions with historical evidence.
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2. Economics
What are the consequences of economic illiteracy among the general population?
Economic decisions shape everyday life, from household spending and borrowing to public debates about taxation, inflation, and government spending. This question invites students to examine what happens when people lack the knowledge needed to understand these issues.
Students might explore the effects of limited economic literacy on personal financial decisions, public policy discussions, and society more broadly. They could also consider whether economic illiteracy affects everyone equally and how education might help address the problem.
3. International Relations
Starting from today, what policy ought the Israeli government to adopt with respect to Gaza?
This question asks students to develop a policy position on one of the most complex and contested issues in contemporary international relations. A thoughtful response would require students to examine competing objectives, including civilian protection, security, humanitarian access, international law, and the prospects for long-term peace.
4. Psychology & Neuroscience
Do we choose what to believe?
This question connects psychology with broader debates about free will, rationality, and human cognition. Students might consider whether people can decide to believe something simply because they want to, or whether belief depends on what they perceive as convincing.
A deeper exploration could examine cognitive biases, motivated reasoning, and the relationship between conscious judgment and unconscious mental processes. Students should clarify what it means to choose a belief and distinguish between choosing to investigate an idea, choosing to act as if it is true, and genuinely believing that it is true.
5. Public Policy
What is the feminisation of politics doing to public policy?
This question explores the relationship between gender and political decision-making. However, before assessing the effects of the feminisation of politics, students must first define what the term means.
Depending on how the term is defined, students could examine whether changes in political representation or leadership are associated with differences in policy priorities and outcomes. They should also consider other factors that shape public policy, including political institutions, economic conditions, and public opinion.
6. Science & Technology
Can a machine be a coward?
This question raises a conversation about the concepts we use to describe human behavior. Students could explore whether a machine that consistently avoids risky situations can meaningfully be described as cowardly. They might also consider whether human characteristics can be applied to artificial intelligence without first establishing that the relevant conditions are present.
7. Theology
Whatever view you hold, the majority of people alive today appear to disagree with your particular beliefs about God. Do you know something they don’t?
This question examines religious belief through the lens of knowledge, disagreement, and justification. Students might explore the relationship between majority opinion and truth, the role of personal experience in religious belief, and the standards people use to evaluate competing claims about God.
A thoughtful response would need to distinguish between being confident in a belief and having sufficient reasons to justify it. It could also examine whether disagreement among individuals and religious traditions necessarily undermines the possibility of knowledge.
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8. Law
Can you wrong someone without harming him?
Although the question is short, the key lies in distinguishing between wronging someone and harming someone. Students can explore the relationship between these two concepts through different perspectives in law, ethics, and moral philosophy.
For example, they might consider whether violating someone’s rights can constitute wrongdoing even when the person experiences no obvious loss, or whether an action that causes harm is necessarily unjust.
9. Politics
Why are today’s politicians so mediocre compared with those of the past?
One of the first things to examine is the assumption underlying the question: Are today’s politicians actually more mediocre than those of the past? Or do we evaluate historical and contemporary political figures differently? What exactly does mediocre mean in this context?
Students could further explore the question through the lenses of historical memory, the media environment, public expectations, and the criteria used to evaluate political leadership.
For instance, historical figures may be remembered primarily for their greatest achievements, while contemporary politicians are judged through constant news coverage and immediate public scrutiny. Students might also ask whether the political challenges facing leaders today differ from those of earlier eras.
10. Philosophy
Sydney Sweeney is paid to be looked at. Is there anything wrong with her posing or us looking?
Drawing on contemporary popular culture, this question opens up broader philosophical discussions about personal choice, consent, objectification, and the responsibilities of the viewer. For example, if someone willingly agrees to be looked at in exchange for payment, does that necessarily mean there is nothing ethically problematic about the arrangement? Is consent sufficient to resolve every moral concern?
Students might examine whether participating voluntarily in an activity automatically makes it ethically acceptable, or whether broader social expectations and power dynamics also deserve consideration. They could also explore the distinction between choosing to present oneself in a particular way and being reduced to an object of someone else’s attention.
What Can These 10 Potential Prompts Tell Us About the 2027 Competition?
1. Real-World Issues Remain Central
Several of the circulated questions address issues that feature prominently in contemporary public debate, including the conflict in Gaza, gender and politics, economic literacy, and artificial intelligence.
These topics demonstrate why preparation for an academic essay competition often extends beyond classroom learning. Students benefit from following current events, reading reliable sources, and understanding how different disciplines approach complex problems.
2. Students Need to Understand the Question
Many of the prompts appear simple on the surface but depend on concepts that require careful definition. Students must identify key terms, recognize ambiguities, and understand the precise problem they are being asked to address. One useful preparation strategy is to break a prompt into three parts:
- Key concepts: Which words or ideas need to be defined?
- Underlying assumptions: What does the question take for granted?
- Central debate: What competing positions could be defended, and what evidence would support them?
3. Strong Essays Examine Assumptions Rather Than Accepting Them
The Politics question, Why are today’s politicians so mediocre compared with those of the past?, provides a clear example.
The question assumes that contemporary politicians are more mediocre than their predecessors. But how could students establish whether this is true? What standards should be used to compare political leaders across different historical periods?
A compelling essay might challenge the premise, refine the definition of mediocrity, or argue that the comparison is too broad without additional evidence. Questioning a prompt allows students to identify the assumptions behind an argument and determine whether those assumptions are justified. A strong essay explains why that position is reasonable, considers alternative interpretations, and responds to potential objections.
4. The Psychology Category May Be Expanding to Include Neuroscience
In the 2026 competition, the category was listed as Psychology, while the 2027 question uses the title Psychology & Neuroscience.
Students interested in this area may benefit from exploring topics related to cognition, behavior, decision-making, and the biological processes associated with the brain. This broader preparation could also help students connect ideas across disciplines, particularly when a question draws on both psychological theories and philosophical debates.
Prepare for the John Locke Competition with Aralia Education
Aralia’s John Locke preparation course is built around the change toward a two-part evaluation. In this course, students receive a structured path from guided analysis of primary and secondary sources through the development of an original, compelling thesis, followed by direct practice defending that thesis under questioning.
Students will learn how to evaluate complex philosophical and political ideas, structure arguments properly in the written form, and hold up under the kind of scrutiny the AI interview is designed to apply. They will be taught by top-rated instructors and coaches with a proven track record of guiding past applicants to Grand Prizes and other top placements in this competition.
Aralia’s students have consistently excelled in this prestigious competition, achieving Grand Prizes, Third Prizes, and High Commendations.
John Locke Essay Competition Prep
In the John Locke Essay Competition Prep course, students will learn the ins and outs of essay writing, in preparation for entering the competition. We offer prep classes in all categories. Students will choose one topic, compose an original thesis and argument, and write an essay for submission. Students will engage in a guided analysis of primary and secondary sources, develop critical thinking skills, and discover interesting insights. In addition to the group classes, students will receive guidance on their individual projects from the instructor through one-on-one sessions.
