Course
Profile Philosophy:
The Big Questions, Grade 11, Open, Public
Unit 1: What is a Person: An Introduction to the Study of Philosophy
Time: 35.5 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
| Activity 7 | Activity 8
Philosophy
has been called wisdom without answers. Its traditional role has been to shine
the light of analysis on questions that mathematics and science cannot address,
questions that centre on the nature of personhood and the relationship of that
person with the world. That role is no less important today. Secondary school
students reflect on these profound questions daily and need a vehicle for their
intellectual journey. The course is designed to give their contemplations a
focus, a vocabulary, and a context.
This
unit addresses the central question of the course, What is a Person? Because
the concept of personhood deals with our nature and how we interact with the
world, this unit necessarily provides direct links to the other big questions
of the course and thus serves as an introduction to the remainder of the course
content. The inevitable overlapping of content complements and reinforces
student understanding and provides a clear awareness of the interconnectedness
of all the subject disciplines in his/her curriculum. In this way, the teacher
and student are able to make informed choices when selecting remaining units of
the course, planning projects, and selecting areas of interest for further
study.
|
Activity |
Time |
Expectations |
A |
Tasks |
|
1.1: Laying
the Foundations for the Study of Philosophy - What are the component parts of
a person? |
7.5 hours |
PQV.01,
PQV.02, ISV.01, ISV.02, ISV.03, ELV.02, OSV.01, PQ1.05, EL1.03, OS1.01,
IS1.02, IS2.01, IS2.02, IS3.01, IS3.02 |
T/I |
Topoi
on “Personhood” |
|
1.2:
What is a self? or What is a personal identity? |
2.5 hours |
ISV.03,
IS3.01 |
A |
Collage
self-portrait |
|
1.3:
Are the mind and the body the same thing or are they separate and distinct? |
3.75 hours |
PQV.01,
PQ1.02, ISV.03, IS1.01 |
K/U |
Me a monist?
A written explanation of my personal view of the mind-body dilemma |
|
1.4: Is
there a soul and, if so, what is it? Can a soul exist after the body has
died? |
6.25 hours |
PTV.01,
PTV.02, PT1.01, PT1.03, OSV.02, OS1.03, ISV.03, IS2.02, PQV.02, PQ1.05,
PTV.02, PT1.03, OSV.02, OS1.03 |
C |
Visual
Representation of the Soul |
|
1.5: Is
a person a part of or separate from their environment? |
3.75 hours |
PQV.02,
PQ1.02, ISV.02, IS1.04 |
A |
News
article analysis |
|
1.6: Can machines and animals be persons? |
3.75 hours |
PTV.01, PT1.01 |
K/U |
Reflection paper that analyses if animals or
machines are candidates for personhood |
|
1.7: How do non-Western traditions address these
Questions? |
3.75 hours |
ISV.05, IS3.01, ISV.02, IS2.01 |
C |
Poem or short story that illustrates the
Buddhist theories of the self |
|
1.8:
Unit Culminating Activity: A Philosophical Self-Portrait |
5 hours |
PQV.02,
PQ1.03, ELV.01, EL1.01, ELV.02, EL1.02, ISV.O1, IS1.03, ISV.04, IS3.02,
ISV.01, IS2.02 |
K/U T/I A C |
Philosophical
Self-Portrait |
As the
title suggests, Unit 1 is designed to introduce Grade 11 students of mixed ability
to the study of philosophy. As such, a large block of time has been allocated
to the first activity, in which students are introduced to philosophical
thought and some of the tools required to be successful at philosophy. The unit
attempts to weave together introductory exercises with the question, “What is a
Person”, so that students have an opportunity to practise and apply
philosophical skills to one of the central questions of the course. During the
unit, students complete eight pieces of work, ranging from written reflections
to visual collages. Each of these activities has targeted one area of the
Achievement Chart for evaluation purposes. Students are expected to complete
each of the activities; they receive formative assessment on each piece as it
is completed. Once each piece of work is completed, students place the work in
a portfolio. At the end of the unit, students should select what they consider
to be their best four pieces of work, ensuring that all four areas of the
Achievement Chart are represented in their selection. This collection of work
serves as a demonstration of students’ most consistent work. Teachers may want
to allow a day at the end of the unit for students to polish and refine the
pieces of work before they are submitted. As well, throughout the unit students
are encouraged to record their thoughts and feelings about various issues in
their Philosopher’s Journal. This journal should include a variety of types of
writing as well as drawings.
Throughout
the unit, students complete seven activities, each directly linked to an area
of the Achievement Chart. For each of the activities, students should receive
peer- and/or teacher assessment and an opportunity to revise and polish their
work. Once each activity is revised and polished it should be placed in the
student’s Learning Portfolio. At the end of the unit, students should be given
an opportunity to select their best pieces of work to be submitted for
evaluation. Students must submit a minimum of four pieces so that each area of
the Achievement Chart is represented. Students should be required to complete
all activities before being allowed to select their best practice.
Throughout
the unit students are asked to complete reflections in a variety of ways to
become part of their Philosopher’s Journal. The completed journal should
constitute a part of the final evaluation. Be sure to allow time for these
entries to be completed, assessed, and revised.
What are the component parts of a person?
Time: 450 minutes
This
first activity serves three crucial purposes; first, it is an introduction to
philosophy designed to shed some of the myths about the subject and to lay the
foundations students require to be successful in a discipline quite unlike any
other they have encountered; second, this activity launches students into the
search for the meaning of what it means to be a person; third, this activity
introduces students to the culminating activity for the unit, to which all
future activities relate. To assist students in beginning to consider what it
means to be a person, they are introduced to the topoi, a classical Greek
method of questioning. By the end of this activity, students complete a topoi
on the issue of personhood, which weaves together the questions of what it
means to be a person and several of the philosophical skills students need to
develop to be successful in this course. Allowing students time to become
comfortable in the philosophical arena and setting the focus of the unit and
culminating activity require the first week of the class. Although this may
seem like a substantial commitment of time, the pay-off in the end will be well
worth the effort.
Overall
Expectations
ISV.01 -
apply research and inquiry skills related to philosophy appropriately and
effectively;
PQV.01 -
describe precisely and clearly three (or more) of the big questions of
philosophy;
PQV.02 -
summarize their own or others’ answers to these questions, and give reasons in
support of the answers;
ELV.01 -
relate the big questions of philosophy to their own experience, reports in the
news media, and their society;
ELV.02 -
demonstrate the application of philosophical theories and skills to jobs,
occupations, and everyday life;
ISV.02 -
evaluate some main philosophical arguments;
ISV.03 -
formulate and defend a response of their own to one or more of the big
questions of philosophy;
OSV.01 -
identify philosophical theories and presuppositions in natural science,
history, art, social science and humanities, and other subjects.
Specific
Expectations
IS3.01 -
discuss their own views in philosophical exchanges in class with others;
IS2.01 -
find overviews of a variety of philosophical concepts and theories by accessing
such sources as encyclopaedias and surveys, and report on their findings;
IS2.02 -
compile information related to the big questions of philosophy using the
Internet;
IS3.02 -
clearly explain their views and display their use of philosophical reasoning skills
in short written papers, using accepted forms of documentation as required;
PQ1.05 -
compare philosophical approaches to some of the big questions with
non-philosophical approaches;
EL1.03 -
apply philosophical skills such as precise writing and critical analysis to
solve problems that arise in jobs and occupations;
OS1.01 -
identify philosophical positions presupposed in some other disciplines;
IS1.02 -
define terms central to philosophical discussions of each of the big questions.
While it
is not expected that students will arrive in Philosophy aware of either the key
tools or philosophies to be studied, the importance of purposeful and
respectful dialogue and discussions should be stressed. For a Philosophy course
to succeed, it needs to be stressed and reinforced with students that they need
to be able to share and respect the opinions of others.
·
Create
a Diagnostic questionnaire which asks students to define central philosophical
terms, to express their view on the value of studying philosophy, and to
respond to the suggestion that philosophy course should be mandatory for all
students.
·
Acquire
rubric, Topoi outline and model, and list of sample first- and second-order
questions from website www.oise.utoronto.ca/`hsphil.
·
Because
the first week is a variety of beginning activities, the teacher should
anticipate a variety of responses in many of the discussions. Impress upon
students that they must explain their opinions as clearly as possible. It is
never sufficient to simply state “that is how I feel” or “it’s just my
opinion.” Allow time for students to rephrase answers and to query other
members of the class as to their responses. If a student directly challenges
another student in an insulting way (e.g., “What a stupid answer!”) introduce
the ad hominem rule. Attack the theory in neutral language, but not the
theorist.
·
Collect
back issues of glossy magazines to be used for collages.
·
Be
prepared to provide audio and visual playback equipment, if possible.
Planning
for the Culminating Activity
a) Prepare rubric for culminating activity.
b) Prepare draft schedule for student-teacher
conferences.
c) Allot time to work on the culminating
activity throughout the unit.
d) Gather materials such as paints and video
cameras.
e) Schedule time to research in the
Library/Resource Centre.
Step One
1. When students arrive to their first class in
Philosophy, have them do a think/pair/share on the definition of philosophy. To
do this, ask them to individually define the word philosophy. After allowing a
few minutes for students to complete this task, students are to form groups of
three to share definitions and try to arrive at a consensus. Once groups have
had an opportunity to share and discuss their definitions, groups share the
main ideas that emerged from their discussion. List these ideas on the board.
2. Compare student definitions with a variety of
definitions, from dictionaries, textbooks, etc., to determine degree of
consistency with the ideas. A variety can be found on the website
www.oise.utoronto.ca/`hsphil.
Step Two
1. Students complete a questionnaire, consisting
of a wide range of general statements and questions of a philosophical nature.
2. Students write their answers on the handout. Allow
20 to 30 minutes of quiet time for this part. Then, use a three-step interview
strategy to generate discussion and a sharing of ideas. Students form groups of
three. One student conducts the interview (host), one student is interviewed
(guest), and the third makes notes on interesting ideas and further questions
that arise (observer). Allow a few minutes for students to generate a list of
questions for the interview. The questions should relate to the ideas and
issues raised in the Diagnostic Quiz. Students conduct the interview.
After
five minutes, students change roles. The observer becomes the host, the host
becomes the guest, and the guest becomes the observer. The second interview
should build on the first, so the new host needs to draw on the notes they made
while observing. Repeat this process a third time so that all students play
each role.
3. After the three-step interview, list some of
the interesting ideas and questions on the board.
4. Assign the first entry in the Philosopher’s
Journal. This is a good place to discuss the nature of the Philosopher’s
Journal and its role in the final evaluation. (See course overview.) Students
should depict, in a poem, a collage of questions, a drawing, or a reflective
piece of writing, what they believe the study of Philosophy entails and what
they are expecting this course to be about. Remind students that this is a
personal view but must reflect ideas and definitions raised over the past few
days.
Step
Three
1. Using the notes found on the website www.oise.utoronto.ca/`hsphil,
further define the subject of philosophy by encouraging students to consider
the relevance of philosophy and introducing them to the fields and areas of
philosophy.
2. Students do a Concept Attainment exercise to
understand first- and second-order questions. Provide a list of ten questions.
Odd-numbered questions are first-order questions while even-numbered questions
are second-order questions. Instruct students to individually read the
questions and determine or speculate as to how the odd and even number
questions differ. Once students have individually thought about the nature of
the questions, they share their ideas with a partner.
3. Provide students with two additional
questions to act as testers for their hypothesis as to how the odd and even
questions differ.
4. Unveil the definitions for first- and
second-order questions. Ask students whether the odd or even questions are
first-order questions. Was their hypothesis correct?
5. Have students copy the definitions in their
notes and stress the importance of asking second-order questions in Philosophy.
Some guidance for this discussion can be found on the website.
Step
Four
1. Introduce students to the Topoi, the classic
Greek questioning method. (Topoi is pronounced toe-PEE.) A topoi uses a series
of common questions applied to the topic being considered. It encourages
divergent and analytical thinking. An outline for the topoi can be found in
Appendix 2.
2. This activity demonstrates to students that
the topoi is a valuable analytical tool for any subject. But, particularly, it
shows them that even highly abstract concepts, such as time or thought, are
susceptible to rigorous analysis to the same extent as any other subject. (A
sample topoi can be found on the website www.oise.utoronto.ca/~hsphil/.)
3. Students copy the topoi questions from the
overhead into their notes while the teacher explains them.
4. Show the overheads of the completed example
topoi. Students read it but do not make notes, as it is for demonstration and
clarification purposes.
5. Students work with a partner to complete a
topoi on “love” as practice. As they respond to each of the questions, ask them
to note, which were the most problematic. After 20-30 minutes, the class builds
a topoi on “love” by adding responses to each of the questions on the board. If
students are struggling, have the class brainstorm together to complete the
topoi.
6. Now that students have seen a topoi and have
completed their own, they complete a topoi on the issue of ‘What is a person?”.
Once completed, the topoi is assessed by the teacher, and students are given an
opportunity to revise their topoi before placing it in their Portfolio. Allow
students to work with a partner to generate ideas for their topoi. Allow them
time in class to complete their topoi. To help them get started, time should be
used for the pairs to brainstorm, with careful direction from the teacher, to
determine what parts constitute a person.
Through brainstorming and a brief
Socratic discussion, students should garner these essential ideas regarding
personhood: Being a person entails: 1) physical - what we do with our bodies,
our bio-mechanical component, and what we look like; 2) emotional - how we
respond to external stimuli, our behavioural or psychological component; 3)
intellectual - our mind, our thinking component;
and 4) spiritual - how we deal with questions about our soul, immortality, etc.
7. The teacher may wish to provide students with
some brief articles from magazines and newspapers to assist them in preparing
their topoi.
Step
Five
1. Assign the Culminating Activity: A
Philosophical Self-Portrait (Appendix 1).
2. Go over the requirements of the culminating
activity in detail to ensure all students understand what is expected from
them. Review the rubric for this activity and discuss with students how to use
a rubric to assist them in achieving their best possible performance.
3. Remind students that several of the
activities completed throughout the unit can be used as a springboard or as a part
of the self-portrait. For example, their ideas and the research they do to
complete their topoi will be useful in preparing the culminating activity.
4. Allow time for students to begin generating
ways in which they can illustrate their personal components by using images,
musical selections, and/or selections of writing. This brainstorming is most
effective when done in groups of two or three.
5. After students have had time to consider
ideas for their culminating activity, bring them back to a whole class focus.
Play a song such as, “Adrian” by Jewel (from Pieces of You) and ask students to do a think/pair/share on whether
or not, according to their topoi and discussions they have had with other
students, the individual in the song is a person. This is an interesting way of
reversing the question whereby there is no doubt the individual is human but is
he/she a person. This discussion could extend to the “Persons” case, 1929
(Where five Alberta women asked the Supreme Court of Canada to declare that women
were persons under the meaning of the BNA Act and therefore eligible to be
appointed to the Senate).
6. After students have had an opportunity to
consider what it means to be a person both in the case of Adrian and the
Alberta women have students consider how they would represent their
ideas/reactions in the Philosophical Self-Portrait.
7. Students complete their examination of what
it means to be a person by completing an entry in their Philosopher’s Journal
in response to the song “Adrian” or the “Persons” case. In either a written or
a visual depiction, students reflect their philosophical views on the right to
be considered a person. As with all journal entries, students should receive
feedback and the opportunity to improve their entry before submitting it as
part of the final evaluation.
·
The
activities carried out during the first few days of this course are intended to
serve as useful diagnostic tools. Through observation of student performance
the teacher can determine literacy levels, including handwriting, spelling, and
reading abilities. During the think/pair/share, the teacher circulates among
the students and begins to get a sense of their verbal proficiency.
·
Once
the foundations for philosophical study are laid, students are assigned a topoi
based on “What does it mean to be a person”. The topoi is revised based on peer
and teacher assessment and then set aside in a portfolio. It may be submitted
at the end of the unit as part of the work to be evaluated.
·
Begin
the course with students expressing opinions with a partner and then a small
group.
·
Encourage
students to make brief notes and sketch out a plan for their topoi.
·
Review
steps and provide additional support as required.
Print
Saturday
editions of The Globe and Mail, the Toronto Star, The National Post, and
local newspapers.
Wiley’s
Non Sequitur
Watterson’s
Calvin and Hobbes
The UTNE Reader
Audio
Jewel.
“Adrian”, Pieces of You, or other relevant song
Websites
www.oise.utoronto.ca/~hsphil/
Appendix
1 – Unit 1 Culminating Activity: A Philosophical Self-Portrait
Appendix
2 – The Classic Topoi
Time: 150 minutes
The
components of what it means to be a person in the previous activity are
explored further to establish what a personal identity is. The nature of
uniqueness and subjectivity is the focus of this activity. Each student
produces a collage self-portrait. On completion, students make a short
presentation of their artwork, including an explanation of how the collage
reflects the student’s image of his/herself. The end product provides
additional material for the culminating activity.
Overall
Expectations
ISV.03 -
formulate and defend a response of their own to one or more of the big
questions of philosophy.
Specific
Expectations
IS3.01 -
discuss their own views in philosophical exchanges in class with others.
·
Students
review the information gathered in the previous activity.
·
Collect
back issues of glossy magazines of a variety of subject matter, especially
fashion and sports, for students to use for collages.
·
Supply
scissors, glue sticks, and construction paper in a variety of colours and
black.
·
Develop
rubric to guide students in creating their collage and to use as a framework
for evaluation at the end of the unit.
1. Students work with a partner to consider what
we as persons have in common and how each of us is unique. Ask each pair of
students to complete a Venn diagram in which each student is represented by one
circle. The overlapping area represents what they have in common.
2. Once students have completed their Venn
diagram, ask them to consider the role of memories in defining our selves. Lead
a Socratic discussion on memory and self.
Memories are common to us all, but each person’s memories are uniquely theirs. Over time, two people who shared a particular experience will have different recollections/memories of that experience. We are our memories. Memories are subjective mental constructs that are based on our experiences. Our memories are uniquely our own. We can share experiences inasmuch as we can experience an event with other people and even agree on certain details about it. Since the present is always moving forward in time - a state that the Buddhists call the eternal now - what happened seconds ago is as much a part of our memory as something that happened much farther in the past. But these two memories don’t share the same degree of reliability. Over time, memories seem to change. Why is this? And since our identity is very much a part of those memories, does that suggest that our identity, our self, changes over time?
3. Student pairs return to their Venn diagram
and review it in light of the discussion on memories. They should make any
changes they feel are necessary.
4. Working from the completed Venn diagram, each
student designs a collage, which captures their uniqueness as individual
persons. At this stage, students generate a list of ideas, items, photographs,
and symbols, which reflect something important about themselves. Before turning
the list of ideas and items into a collage, students share the list with at
least two other students. Others may be able to point out unique features in us
that we ourselves overlook.
5. Remind students that a collage is a picture
created by gluing small pieces of torn or cut coloured paper or fabric onto any
flat surface, such as another piece of paper or bristol board.
Three-dimensional objects, such as tins or boxes, are suitable as well for a
sculptured effect. Depending of the size of the bits of paper, the image can be
quite detailed. Also, a variety of styles can be easily and effectively
explored by students to depict their personal notions of memory and self in
this self-portrait exercise.
6. Once students have completed their collage,
they prepare an entry for their Philosopher’s Journal, which captures their
self in words. They can write a poem, prepare a descriptive paragraph, or
create a word collage using only words and phrases to capture the essence of
themselves. This journal entry should be peer assessed.
7. Remind students that the completed collage
may be a useful piece for the Culminating Activity.
Each
student produces a collage self-portrait. Students need to be guided in the
creation of the collage and reminded that the key to this activity is the
ability to reflect philosophical ideas through a visual display. Once the
collages are finished, the teacher should assess using the rubric (see Website)
and indicate a level of performance. Students then have the opportunity to
refine their work. Students then place the collage in their portfolio. It may
be submitted at the end of the unit as part of the body of work to be
evaluated.
·
Provide
students with a Socratic discussion Road Map, which identifies the main ideas
for discussion. Students should then make brief notes under each of the
headings. The teacher should have a similar outline on the board or an overhead
to assist students in their note taking. Be sure to assess students’ notes to
make sure they understand the key points.
·
Allow
students to present to small groups rather than the whole class.
·
Encourage
students who are struggling with the use of the English language to create a
word collage for the journal entry.
Magazines,
construction paper, scissors, and glue sticks
Websites
www.oise.utoronto.ca/~hsphil/
are they separate and distinct?
Time: 225 minutes
As the class
explores a series of thought-provoking questions, they formulate a personal
view of the relationship between the brain, the mind, and being a person. In
the process of their considerations, students complete a graphic organizer,
gathering information on the contrasting views of dualists and monists. Based
on the information gathered in the graphic organizer, students write an
explanation as to why they consider themselves either a dualist or a monist.
Overall
Expectations
PQV.01 -
describe precisely and clearly three (or more) of the big questions of
philosophy;
ISV.03 -
formulate and defend a response of their own to one or more of the big
questions of philosophy.
Specific
Expectations
PQ1.02 -
give appropriate reasons for their own or others’ answers to three (or more) of
the big questions of philosophy;
IS1.01 -
correctly use the terminology of philosophical argumentation.
Students
need to able to extract essential information from the Socratic method of
questioning. The need to take concise notes based on discussions should be
stressed/reviewed.
·
Obtain
or prepare concise and readable summaries of Rene Descartes’, George
Berkeley’s, and Thales’ views on reality and the mind-body dilemma.
·
Create
a graphic organizer which provides boxes to define dualist and monist; boxes to
list some of the essential ideas of Descartes, Berkeley, and Thales (or other
relevant philosophers); boxes for students to list questions and reactions to
the contrasting points of view; and a larger box where students can respond to
the statement “I believe myself to be a monists/dualist/idealist.”
·
Book
a TV/VCR for viewing a video such as, Are
the Mind and the Brain Distinct?.
1. Before embarking on an exploration of the
mind-body problem, students need to consider the world in a material and immaterial
sense. To get them thinking about the issue, do a concept attainment with
students on Material and Immaterial. Tell students you have grouped items into
List A and List B. Reveal pairs of words (one word from each list) and ask
students to attempt to determine what the words in each list have in common.
Reveal the following five sets of words. Students create a hypothesis
individually and then share their hypothesis with a partner. Once students have
a hypothesis, reveal a final pair of words (testers) and ask students to place
each word in one of the lists based on their hypothesis. Students share their
hypotheses. Students should see that List A is material while List B is
immaterial. Ask students which list represents reality. Can both be a part of
reality? Allow time for students to discuss this question in small groups.
|
List A |
List B |
|
chairs |
dreams |
|
trees |
anger |
|
cats |
seeing |
|
stones |
God |
|
atoms |
happiness |
|
Tester: time |
you |
2. After a debriefing in which the groups share
ideas with the class, provide definitions for monism, dualism, and idealism.
Students should record them in the appropriate boxes on the graphic organizer
supplied by the teacher.
Idealism: The metaphysical theory that ideas (thoughts, concepts, minds)
are ultimately real. (Be careful not to confuse idealism as a moral theory.)
Dualism: The theory that reality is both material and immaterial. It
leaves open the questions of the relationship between the two. Is one more
important than the other?
Monism: The theory that there is a single reality. One could be either
materialist or idealist.
3. Students create a graphic organizer with
three concentric circles. Have them place the word “Brain” in the inner circle,
“Mind” in the middle circle, and “Person” in the outer circle. Instruct
students to place words and phrases in each of the circles as the following
discussion unfolds. Words/phrases that make connections between any of these
words should be placed on the organizer to reflect this connection.
4. Carry out a Socratic discussion by asking
these questions and allow time for responses. For this activity, discourage
digressions.
a) What
is a brain? Describe it. Anticipate answers regarding its physical nature and
location.
b) What
is a mind? Describe it. Encourage answers like: ideas, thoughts, senses, and
memories.
c) Is
a mind physical? Is it physical in the same way that a brain is physical?
d) Is
a mind part of the brain? Note that a mind may be part of a brain, but not the
same thing as a brain.
e) Is
the brain a container for a mind?
f) Are
the mind and the brain two aspects of the same thing?
g) If
the mind and the brain are separate and distinct, how do they interact? (This
is the heart of the mind-body debate.)
h) What
is a thought? Where/how does a thought arise?
i) Considering
our earlier discussions on what it means to be a person, what is the
relationship between the mind and being a person?
5. Once the discussion is complete and students
have finished placing words and phrases on their graphic organizers, they
consider the relationship between these contrasting views of reality and the
mind-body dilemma. They can do this by penciling in on the supplied graphic
organizer why, at this point they would consider themselves an idealist,
monist, or dualist.
6. Show the video Are the Mind and the Brain Distinct? As students watch the video,
they add relevant notes to the organizer, helping them to understand the
central issue and the contrasting philosophies.
7. Place students in groups of three. Ask
students to number off from one to 3. The one’s form a group, the two’s form
another group, and the three’s form a third group. Assign the one’s a reading
about Rene Descartes’ view on the mind-body dilemma, the two’s a reading about
George Berkeley’s view, and the three’s a reading about Thales’ view.
8. Each group reads and discusses the assigned
viewpoint. It is essential that all members of the groups understand and can
explain the ideas as they will be returning to their original (home) group and
explaining the ideas to their group members.
9. Once the three groups have read and discussed
their assigned reading, students return to their original group. Each member of
the home group explains a reading. Students record the main ideas on the
graphic organizer supplied.
10. Once the three contrasting views are
explained, students should have completed their graphic organizer. Based on the
ideas expressed by the philosophers, students should reflect on their earlier
position regarding are they a monist, dualist, or idealist? They revise and
finalize this section of the organizer.
11. A final class discussion should be held to
clarify any questions or concerns. Students submit their completed graphic
organizer to be assessed by the teacher.
12. Once students receive their graphic organizer
back and make any necessary revisions, they write a paragraph in which they
clearly explain why they consider themselves a monist, dualist, or idealist.
Their paragraph is peer assessed and revised before being placed in their
portfolio.
Students
complete a graphic organizer, which defines the terms dualist, monist, and
idealist; summarize key ideas of various philosophers; and reflect their views
of the mind-body question. Once complete, students submit their organizer to
the teacher to be assessed. Based on the complete organizer, students write a
clear paragraph in which they explain why they consider themselves to be either
a dualist, a monist, or an idealist. The paragraph is peer assessed using the
rubric provided. Based on the peer assessment, students revise and polish their
paragraph before placing it in their portfolio.
·
Write
key ideas on the board to assist students in zeroing in on what to include in
their organizer.
·
If
students are struggling with abstract ideas, reduce the focus of the lesson to
the mind-body dilemma without considering the contrasting viewpoints
·
Provide
students the option of explaining their viewpoint orally, either in a
small-group discussion or on audio tape.
Blackburn,
Simon. Think. Oxford: Oxford
University Press, 1999.
Descartes,
Rene. Meditations IV.
Miller,
Ed L. Questions That Matter. New
York: McGraw-Hill, 1996.
Video
Are the Mind and the Brain Distinct? Magic Lantern.
Websites
www.oise.utoronto.ca/~hsphil/
Can a soul exist after the body has died?
Time: 375 minutes
This activity extends from the
previous one by emphasizing that if the mind has some kind of special status or
difference from the brain, then the issue of a soul arises. After exploring the
possibility of the soul’s existence, the teacher poses the question, “Can a
soul exist after the body has died?” The teacher provides a written summary of
varying viewpoints on the issue (Aristotle and Descartes). In pairs, students
analyse the validity of the arguments and individually create a visual
representation (cartoon) of one of the arguments.
Strand(s): Applications of Philosophy to Other Subjects,
Philosophical Questioning
Overall
Expectations
PQV.02 -
summarize their own or others’ answers to these questions, and give reasons in
support of the answers;
ISV.02 -
evaluate some main philosophical arguments;
PTV.01 -
summarize the ideas of some famous philosophers with respect to one or more of
the big questions of philosophy;
PTV.02 -
describe the strengths and weaknesses of the responses to some of the big
questions of philosophy defended by some major philosophers or schools of
philosophy;
ISV.03 -
formulate and defend a response of their own to one or more of the big
questions of philosophy;
OSV.02 -
demonstrate how philosophical skills that are used to address the big questions
of philosophy can be used effectively in other subjects.
Specific
Expectations
PQ1.05 -
compare philosophical approaches to some of the big questions with
non-philosophical approaches;
PQ1.02 -
give appropriate reasons for their own or others’ answers to three (or more) of
the big questions of philosophy;
IS1.04 -
illustrate common fallacies in reasoning;
PT1.01 -
compare answers to some of the big questions by different philosophers;
PT1.03 -
describe important similarities and differences among some of the world’s
philosophical traditions with regards to three (or more) of the big questions;
IS2.02 -
compile information related to the big questions of philosophy, using the
Internet;
OS1.03 -
identify examples of fallacies in reasoning in writings from other subjects.
Students
need to have a firm grasp of the concepts raised in Activity 3, including
Socratic questioning. Students also have some experience evaluating
philosophical arguments.
·
Obtain
concise and readable summaries or prepare overheads or handouts that summarize
Descartes’ and Aristotle’s arguments on the immortality of the soul.
·
Develop
the rubric for this assignment and share with students before they begin their
cartoon. (See website www.oise.utoronto.ca/`hsphil.)
·
Show
an example of a cartoon that depicts a philosophical argument. Students can use
such cartoons as models for their own work.
1. Students create five second-order questions
about the relationship between the soul and self
(Activity 1.) Teachers should quickly review the questions to ensure students
have generated second-order questions. Students create questions, such as What
is a soul? If there is one, is it different from a mind?
2. Put students in pairs. Assign each student a
reading on either Descartes or Aristotle. Once students have completed their
reading, they respond to as many of the questions they created as possible.
After students have had time to read and respond to the questions, they explain
their reading and answers to their partner. Based on this explanation, students
expand on their responses to their questions.
3. Students designate one partner A and the
other partner B. Ask all Bs to put their hands up and leave them up until a new
A student has joined them. Students discuss their readings and ideas relating
to the soul. Once more students are to add to or expand on their responses to
their questions.
4. Ask the existing pairs of students to join
another pair of students. Each member in the group of shares one of their
responses with the group. After a brief discussion to clarify ideas or raise
new questions, the student contributing the idea neatly writes the question or
statement in large letters on a large piece of paper. Each group then puts up
their questions and/or statements around the room.
5. The teacher does a final debriefing, noting
questions that dominate, have much in common, or are unique.
6. As a final exercise in thinking about the
soul, students close their eyes and imagine they are living in the future. The
ability to transport people through time and space has been developed by
breaking the body into electrical impulses and reconstructing it at the
intended destination. When the body is reconstituted, would the soul have also
been transported? If not, how would the newly reconstructed physical form
differ from the original form? Allow students an opportunity to discuss this
idea with a partner or small group, followed by a class discussion.
7. Students prepare an entry in their
Philosopher’s Journal based on their responses to this question. The response
can be in the form of cartoon, a short piece of fiction, or a paragraph
response.
8. The teacher recaps the discussion regarding
the existence of the soul, through oral questioning (e.g., What do we mean by
the term soul? What evidence is there to suggest that we have a soul? What
evidence is there to oppose this theory? In your opinion, what argument is the
most compelling?).
9. The teacher should then introduce the
question, “Can a soul exist after the body has died?” Students work in pairs to
brainstorm this question and then a general class discussion ensues.
10. An overhead or handout is presented to the
class, outlining the contrasting arguments of Aristotle and Descartes regarding
immortality of the soul. In pairs, students discuss the validity of both
arguments.
11. Individually, students create a cartoon that
illustrates the components of either Aristotle’s or Descartes’ argument. After
creating a draft, the cartoon is peer assessed using the supplied rubric.
Students revise and polish their cartoon, based on the peer feedback, and then
place the cartoon in their portfolio.
The
discussion surrounding the soul is very important to the visual representation
required in this activity. Teachers should ensure that all students participate
in the discussion and make some brief notes on the main ideas arising from the
discussion. Teachers should assess students’ notes to ensure that they have
recorded the central ideas and concepts. Students should then prepare a rough
sketch of their cartoon, including both the visual and written aspects. The
draft of the cartoon should be teacher or peer assessed using the rubric
supplied. Students then revise and finalize their cartoon and place it in their
portfolio.
·
Allow
students in pairs or small groups to work and discuss the issues in their first
language, before recording their main ideas in English.
·
Some
students may feel uncomfortable drawing and may use the computer to create
their illustrations.
·
Readings
may be altered to accommodate student needs.
·
An
example of a visual representation of a philosophical argument may be shown and
explained by the teacher. It would be beneficial to show an illustration of an
argument that they have previously studied.
Blackburn,
Simon. Think. Oxford: Oxford
University Press, 1999.
Miller,
Ed L. Questions That Matter. New
York: McGraw-Hill, 1996.
Popkin,
R. and A. Stroll. Philosophy Made Simple.
New York: Doubleday, 1993.
Thompson,
Mel. Teach Yourself Philosophy.
Chicago: NTC Publishing Group, 1995.
(Fallacies
in Reasoning)
Time: 225 minutes
In this
activity, students consider to what degree, if any, a person is a part of their
environment or an entirely separate entity. While considering this issue, they
are introduced to the terminology used to describe fallacies in reasoning. They
are provided with the opportunity to identify and explain fallacies found in a
philosophical article and in a newspaper article. This will be done in groups
of four and then individually. Using a four corners exercise, students debate
the question, “Is a person a part of or separate from their environment?” Once
the debate has been completed, students prepare a visual representation of the
relationship between themselves and their environment for their Philosopher’s
Journal.
Strand(s):
Philosophical
Questions, Research and Inquiry Skills
Overall
Expectations
PQV.02 -
summarize their own or others’ answers to these questions, and give reasons in
support of the answers;
ISV.02 -
evaluate some main philosophical arguments.
Specific
Expectations
PQ1.02 -
give appropriate reasons for their own or others’ answers to three (or more) of
the big questions of philosophy;
IS1.04 -
illustrate common fallacies in reasoning.
Students
have some previous experience evaluating philosophical arguments. This lesson
provides students with terminology that they will utilize for the remainder of
the course.
·
Prepare
a handout that lists the fallacies in reasoning with an appropriate definition
and example.
·
Obtain
various articles that deal with the guiding question for the class.
·
Construct
mixed-ability groups.
·
Prepare
signs for the four corners of the room (strongly agree, agree, disagree,
strongly disagree).
1. The teacher hands out an Activity Sheet that
lists common fallacies in reasoning (e.g., using ambiguous language to reach a
conclusion, dismissing an argument because of who advanced it instead of
evaluating its intrinsic merits). The Activity Sheet should have three columns:
the name of the fallacy, the definition, and an example of each fallacy. The
examples should be out of order and, after the teacher has reviewed the
definitions with students, they should attempt to match the correct example to
the definition. The activity may be done in pairs.
2. The Activity Sheet should be taken up by the
teacher, ensuring that each student understands each term.
3. The following question should be put on the
board: Is a person a part of or separate from their environment? A general
class discussion, facilitated by the teacher, should ensue.
4. Students are put in groups of four. Each
group should be given a different article that deals with the discussion
question. In their groups, students summarize the argument that is made in the
article and list any fallacies in the author’s reasoning. The information is
recorded on chart paper and presented to the class.
5. After each group has presented their article,
the teacher leads a four corners exercise based on the statement, “A person is
separate from their environment.” Each corner in the room will have a specific
designation: strongly agree, agree, disagree, or strongly disagree. Students
contemplate the statement and move to the corresponding corner. When all
students have moved to their specific corner, each of the four groups receives
a piece of chart paper. As a cohesive group, students record the reasons for their
opinion on the chart paper. The group selects a spokesperson to convey their
opinion to the class. At this point, students who have changed their mind may
move to a different corner. The chart paper is posted on the wall. Students
should be encouraged to watch for fallacies in reasoning as the groups explain
their positions.
6. For homework, students find a newspaper
article and list and explain the fallacies in reasoning that are found within
it. The article is added to the student’s Portfolio after they have had an
opportunity to respond to teacher feedback.
The
teacher should visit each group while they are completing the matching exercise
to ensure that all students understand the terminology. The newspaper
assignment should be formally assessed by the teacher and then placed in the
student’s portfolio. The visual representation of the self and the environment
should also be assessed so students have an opportunity to revise and polish as
necessary.
·
Readings
may be altered to accommodate student needs.
·
The
teacher may provide a suitable newspaper article with the fallacies
highlighted. The student would then be asked to identify and explain the
fallacies.
Kessler,
Gary. Voices of Wisdom: A Multicultural
Reader. Belmont: Wadsworth, 2000.
Popkin,
R. and A. Stroll. Philosophy Made Simple.
New York: Doubleday, 1993.
Time: 225 minutes
In this
activity, students deepen their understanding of personhood and are challenged
with the question, “Can machines and animals be persons? Students work in
groups to create ten criteria that define being a person. After reading various
articles on animals and machines, students individually write a reflection
paper that analyses if animals or machines can be considered persons. Students
then uncover the implications of their assertions.
Strand(s): Philosophical Theories
Overall
Expectations
PTV.01 -
summarizes the ideas of famous philosophers with respect to one or more of the
big questions of philosophy;
ISV.05 -
effectively communicate the results of their inquires.
Specific
Expectations
PT1.01 -
compare answers to some of the big questions by different philosophers;
IS3.02 -
clearly explain their views and display their use of philosophical reasoning
skills in short written papers, using acceptable forms of documentation as
required.
Students
need a basic understanding of the term personhood. They also need to know how
to analyse a specific argument and how to formulate and defend a response of
their own. The previous six activities provide the sufficient background needed
for this lesson.
·
Prepare
class sets of short readings based on the question, “Can animals or machines be
persons?”
·
Divide
the class into groups of four. Mixed-ability groupings should be used to assist
students who have difficulty reading extended passages.
·
Prepare
the rubric for this assignment and share with students before they begin
writing their reflection paper.
1. In groups of four, students brainstorm ten
criteria for being considered a person. The group should come to a consensus.
The teacher should reinforce the idea that the terms “person” and “human”
should not be used synonymously and that the term “human” is a biological
concept, whereas the term “person” is a philosophical one.
2. Each group presents their findings to the class.
The class then comes to a consensus and produces a final list of the ten
criteria for personhood. The teacher facilitates this discussion.
3. The teacher should then introduce the idea
that we often assume humans are the only candidates for personhood. The teacher
can then pose the question, “Is it theoretically possible to have “persons” who
are non-human?” A general class discussion should ensue.
4. Students return to their original group of
four and receive an article to analyse. Half of the groups should receive an
article that deals with the issue that animals are non-human persons (see
Resources). The article “Is A Dolphin A Person?” is an interesting example. The
other groups should receive an article that deals with the issue that machines
are non-human persons (see Resources). The article “ Can Machines Think?” is an
interesting example. The teacher should visit each group to pose questions and
to clarify specific passages.
5. In
their groups, students take the information they have learned about a machine
or specific animal and test it against the ten criteria that the class created
for personhood. The group determines if the machine or animal is a candidate
for personhood. Their conclusions should be informally presented to the class.
6. Students individually write a reflection
paper on the question, “Can machines and animals be persons?” They should
specifically refer to the ten criteria of personhood in their response. In
their response, they should also refer to the implications of their findings
(e.g., If animals are persons, does this mean that they have certain rights? Is
it wrong to keep them in captivity?). The polished reflection paper is placed
in the student’s portfolio.
During
the group presentations of the ten criteria for personhood, the teacher should
formatively assess the student’s understanding of the topic. If there are
groups that do not seem to understand the main concepts behind the activity,
the teacher may need to do some further explanation of the topic. Each
student’s reflection paper is assessed by the teacher using a rubric. Students
then have an opportunity to make improvements on their paper and may choose to
submit it in their portfolio.
·
Students
should be placed in mixed-ability groups in order to assist those students who
may experience difficulty reading extended passages or for those students whose
language skills may make them reluctant to speak in front of the class.
·
Vocabulary
lists may be provided to assist students with difficult terms and/or ideas.
·
Prepare
a set of prompts for the reflection paper.
Print
Leiber,
Justin. Can Animals and Machines Be
People? Indianapolis: Hackett Publishing, 1985.
Wright,
Robert. “Can Machines Think?” in TIME,
April 1, 1996, pp. 50-58.
White,
Thomas. “Is A Dolphin A “Person?” in Discovering
Philosophy: Brief Edition. New Jersey: Prentice-Hall, 1996.
Wolff, R.
“Do Computers Think?” in About Philosophy.
New Jersey: Prentice-Hall, 1995.
Video
Bicentennial Man
Websites
www.oise.utoronto.ca/~hsphil/
Time: 225 minutes
Description
This is
the last of the seven questions in this unit. While working on this activity, students
reflect on the theories presented in the previous six questions and compare
those theories with the Buddhist concept of the self. The teacher begins the
lesson by facilitating a class discussion based on a quotation. Students view a
short video that illustrates Buddhist theories and then have one research
period in the Library/Resource Centre. From their research, students
individually write a poem or short story that illustrates the Buddhist theories
of the self.
Overall
Expectations
ISV.02 -
evaluate some main philosophical arguments;
ISV.05 -
effectively communicate the results of their inquires.
Specific
Expectations
IS2.01 -
find overviews of a variety of philosophical concepts and theories by accessing
such sources as encyclopaedias and surveys, and report their findings;
IS3.01 -
discuss their own views in philosophical exchanges in class with others.
This is
the last of the seven questions in this unit. Students have a clear
understanding of a variety of theories that deal with the question, “What is a
person?” They build on this knowledge and use it to analyse the concepts
presented in the activity. They have previously been involved in class discussions,
where they have evaluated philosophical arguments and presented their own
ideas.
·
Prepare
an overhead with the quotation that will be discussed.
·
The
Library/Resource Centre should be booked and possible resources should be
pulled.
·
Create
handouts that summarize Buddhist theories of the self for students who need
accommodation.
·
Prepare
the rubric to be handed out before students begin their research.
1. The following quotation should be put on the
board or on an overhead: “The self is an illusion that keeps people from
achieving nirvana (a state of perpetual peace).”
2. The teacher facilitates a discussion based on
the quotation (e.g., What do you think the quotation means? How does it differ
from the previous theories that we have studied? Does it have any validity?). A
general class discussion should occur.
3. After students understand the meaning of the
quotation, they are further introduced to Buddhist beliefs regarding the self
through a short video (e.g., Mind as a Myth).
4. Students should be given one period to work
in the Library/Resource Centre to research Buddhist beliefs regarding the self.
They should take notes from a variety of sources.
5. Individually, students create a poem or a
short story that illustrates the Buddhist theories of the self. The teacher may
want to have a review day, during which students receive an opportunity to
share their work with other members of the class for peer assessment. After
revising and polishing their work, students place this assignment in their
portfolio.
Through
oral discussion, the teacher should ensure that all students have a clear
understanding of the Buddhist theory of the self. Students’ research skills should
be formatively assessed by the teacher before their investigations begin. The
teacher should assess each student’s poem or short story using the rubric
(www.oise.utoronto.ca/`hsphil). Suggestions for improvement are given to each
student. Students then have the opportunity to refine their work and submit it
at the end of the unit as a part of their portfolio.
·
The
teacher may want to provide a handout that will serve as a viewing guide for
the video.
·
Students
may research in pairs or the teacher may supply a handout that summarizes the
theories needed to complete the assignment.
Print
Collens,
Steven. Selfless Persons: Imagery and
Thought in Theravada Buddhism. London: Cambridge University Press, 1980.
Kessler,
Gary. Voices of Wisdom: A Multicultural
Reader. Belmont: Wadsworth, 2000.
Presbey,
Gail, et al. The Philosophical Quest: A
Cultural Reader. New York: McGraw-Hill, 2000.
Video
Krishnamurti,
J. Mind as a Myth. Thinking Allowed
Production. 30 min.
Websites
www.oise.utoronto.ca/~hsphil/
Time: 300 minutes
This
activity calls upon students to review and summarize the insights that they
have developed in Unit 1. Each student is required to construct a philosophical
self-portrait utilizing a variety of media. Students may choose to create a
painting, a videotape, a poem, a sculpture, or other suitable medium. The
self-portrait should reflect the student’s sense of self and is used at the end
of the course to illustrate areas of growth and change. Students present and
explain their self-portrait to the class.
Overall
Expectations
PQV.02 -
summarize their own or others’ answers to these questions, and give reasons in
support of the answers;
ELV.01 -
relate the big questions of philosophy to their own experience, reports in the
news media, and their society;
ELV.02 -
demonstrate the application of philosophical theories and skills to jobs,
occupations, and everyday life;
ISV.01 -
apply research and inquiry skills related to philosophy appropriately and
effectively;
ISV.04 -
effectively use a variety of print and electronic sources and
telecommunications tools in research related to the big questions of
philosophy.
Specific
Expectations
PQ1.03 -
summarize some arguments for and against answers to three (or more) of the big
questions of philosophy;
EL1.01 -
describe what difference the answers people accept to three (or more) of the
big questions of philosophy should make to their values, behaviour, and life
plans;
EL1.02 -
describe the strengths and weaknesses of alternative responses to questions of
applied philosophy;
IS1.03 -
identify the main conclusions of some philosophical positions regarding one or
more of the big questions, and the arguments used to support them;
IS3.02 - clearly
explain their views and display their use of philosophical reasoning skills in
short written papers, using accepted forms of documentation as required;
IS2.02 -
compile information related to the big questions of philosophy, using the
Internet.
·
This
activity draws on all of the ideas and skills developed in this unit.
1. Students are given the assignment and the
corresponding rubric at the beginning of the unit. Each student should keep a
folder filled with his/her thoughts on the eight questions that guide this
unit. These reflections should be used to construct a philosophical
self-portrait using a variety of mediums.
2. Student/teacher conferences must be scheduled
throughout the unit to ensure progress is being made.
3. The teacher arranges for research time in the
Library/Resource Centre at various points in the unit.
4. Students present and explain their
philosophical self-portrait to the class. It should be kept by the teacher for
the remainder of the course and returned to the student at the end for
reflection.
The
culminating activity should be formatively assessed by the teacher throughout
the process. Students should submit a formal proposal for his/her self-portrait
and three student/teacher conferences should take place through the course of
the unit. Students need to be reminded to reflect on all of the questions asked
in the unit and to consult the rubric to ensure that they have met all of the
criteria. The activity is assessed by the teacher using The Philosophical
Self-Portrait rubric.
·
Provide
opportunity and time for peer response throughout the process.
·
Provide
teacher/peer assistance with research.
Refer to
the course overview Resources.
Website
www.oise.utoronto.ca/~hsphil/
Appendix
1 – Unit 1 Culminating Activity: A Philosophical Self-Portrait
The
central question of this unit is “What is a person?” In this unit, we study
eight specific questions that will lead you to formulate your own answer to
this question. In the process of answering the central question, you will
inevitably come to a greater understanding of your own identity. The
culminating activity for this unit asks you to do just that. You will create a
philosophical self-portrait that explains your sense of self. You may present
your findings in a variety of ways, such as: a poem, a video essay, a painting,
a short story, or other appropriate medium. When you have completed your
philosophical self-portrait, you will present and explain it to the class. You
will be given some class time to research and to create your self-portrait.
Keep in mind that your assignment must reflect an analysis of the following
seven guiding questions:
1. What are the component parts of a person?
2. What is a self?
3. Are the mind and the body the same thing or
are they separate and distinct?
4. Is there a soul and, if so, what is it? Can a
soul exist after the body has died?
5. Is a person a part of or separate from their
environment?
6. Can machines and animals be persons?
7. How do non-Western traditions address these
questions?
You must confer
with the teacher several times throughout the unit to ensure that you are
meeting the expectations of the assignment. Read the rubric carefully to ensure
that you meet all of the criteria.
Method
of analysis using sequential questioning
1. What is it?
· description, definition
2. What is it like?
· comparison, similarities, metaphor, synonym, relationships
3. What is it unlike?
· contrast, opposition, reversals, dichotomies, antonyms
4. What has caused it to be?
· analysis, hindsight, history, speculation
5. What can come of it?
· foresight, prediction, possibilities, speculation, “why?”
6. What has been said about it?
· quotations and paraphrases, reference to authorities, history, common knowledge
7. Why is it significant to me and/or society in
general?
· connecting yourself to the topic
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