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Course Profile Philosophy: Questions and Theories (HZT4U), Grade 12, University Preparation, Catholic

Course Overview

Policy Document: The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.

Prerequisite: Any University or University/College Preparation course in
Social Sciences and Humanities, English, or Canadian and World Studies

Course Description

This course addresses three (or more) of the main areas of philosophy: metaphysics, logic, epistemology, ethics, social and political philosophy, and aesthetics. Students will learn critical-thinking skills, the main ideas expressed by philosophers from a variety of the world’s traditions, how to develop and explain their own philosophical ideas, and how to apply those ideas to contemporary social issues and personal experiences. The course will also help students become stronger logical thinkers and refine skills used in researching and investigating topics in philosophy.

How This Course Supports the Ontario Catholic School Graduate Expectations

The Ontario Catholic School Graduate Expectations describe a vision of the learner based on a Catholic philosophy of education. It is a vision that captures the connection between faith and reasoned discourse, between life theory and application, between knowledge and morality and between the quest for human happiness and the pursuit of justice within the wider social order.

These connections are essential not only to a Catholic philosophy of education but also to philosophical inquiry as an enterprise. As a tool of thinking, philosophy seeks to provide explanations, arguments, and proof for the questions and ideas generated by human wonder. It stimulates the human desire to discover the deepest truths about life and to discern the means of living life to its fullest. In its simplest form, therefore, philosophy can be described as a search for truth, clarity, and life wisdom.

This search leads to an exploration of claims concerning the nature of ultimate reality, the nature of human knowledge, human rights and responsibilities, the difference between morality and ethics, human values and beliefs, and which acts of justice best serve the common good.

Like all disciplines, however, philosophy considers these claims in its own distinct way. It is an activity with its own perspectives, lexicon, classifications, traditions, and methods of rational assessment. Its practice requires critical and logical thinking. Its activities require the ability to read for meaning, to recognize the principle of non-contradiction, to evaluate and defend one’s own thinking and that of others.

Philosophy considers more than the meaning of words. It also considers the meaning of life. Essential to the array of resources for generating greater knowledge of the question of life’s meaning and sketching an answer to it is the Catholic response to philosophical inquiry—a response that provides a locus for questioning, a framework for ordering inquiry, a standard preferring some sets of ideas over others. At the heart of this tradition is the belief that it is possible to discern a core of philosophical insight that includes the concept of the person as a free and intelligent subject, with the capacity to know God, truth, and goodness. While philosophy must remain true to its own principles and methods, Christian faith has a role to play in pursuing the deeper questions of life which includes the problem of evil and suffering, the personal nature of God, and the radical metaphysical question: Why is there something rather than nothing? Given the content and design of the course, students in Catholic secondary schools will be given the opportunity to examine and explore the relationship between faith and reason.

This course supports the Ontario Catholic School Graduate Expectations by providing students with the opportunity to explore the main areas of philosophy from the perspective of the Catholic faith tradition and to apply philosophical methods of inquiry to this mode of study.

For example, course content ensures that students encounter philosophy as an autonomous enterprise which uses its own principles and methods, obeys its own rules and employs the powers of reason alone. At the same time, students encounter a Christian way of philosophizing that introduces critical questions concerning the problem of evil and suffering, the personal nature of God, the meaning of life, and why there is something rather than nothing.

Students also explore certain truths that might never have been discovered by reason alone such as the “notion of a free and personal God who is the Creator of the world, the reality of sin, as it appears in the light of faith, which helps to shape an adequate philosophical formulation of the problem of evil”
(Fides et Ratio), the notion of the person as a spiritual being, and the Christian proclamation of human dignity, equality and freedom. In doing so, the course contributes to the efforts of students to become effective communicators, reflective and creative thinkers, collaborative contributors, responsible citizens, and discerning believers.

Each unit addresses this creative interaction between philosophy and the Catholic philosophical tradition.

The study of metaphysics, for instance, includes the question of what human intelligence can tell us about the ultimate constituents of reality, whether God exists, and what the purpose of life is. Students study and analyse the various responses to these questions as provided by major philosophers and schools of philosophy as well as the contributions made by the Catholic philosophical tradition. Metaphysics has always been integral to Catholicism and its study assists students in their efforts to become discerning believers.

The same can be said for the other units. Through their study of questions and theories related to logic, epistemology, ethics, social and political philosophy, and aesthetics, students reflect on the nature of responsible citizenship, the notion of the common good, and the application of moral norms to the personal, social, and scientific realms.

Finally, the skills associated with philosophical inquiry allow for the development of cogent arguments based on sound reasoning and effective communication. These skills are essential to becoming a creative and reflective thinker. By raising these questions and developing these skills, this course leads students to a deeper understanding and appreciation of the relationship between Catholic faith and philosophy.

Course Notes

In planning for this course, one must take into consideration several features of university preparation courses. First, teaching and learning must include both the theoretical aspects of the study of philosophy and concrete applications of how philosophy is connected to significant life-long learning. Philosophy must be seen as relevant to the life experience of students as well as to other disciplines of study. Second, the skills focus should include both higher order thinking, such as evaluating and defending ideas as well as the skills needed to read for meaning and to define, compare, and contrast ideas. Finally, students must be encouraged to develop coherent, logical arguments in defence of their values and ideas as well as the ability to critique those of others—thinking tools that will serve them well in a university-learning environment.

Each unit has a common five-part pedagogical design built into its delivery that meets these considerations. First, students identify and share their own thinking concerning the main questions, concepts, and theories associated with each area of study. In doing so, students begin to formulate their own clear and cogent responses to some of these ideas and demonstrate the ability to defend their responses in philosophical exchanges with others. They demonstrate learning expectations related to both reasoning and communication skills.

Second, students begin to consider their thinking, looking for the intrinsic merits of their argument and correctly using the terminology of philosophical argumentation. This second step allows students to apply logical and critical thinking skills to evaluate and clearly explain their views concerning various philosophical stances discussed in class and in other types of exchanges, e.g., electronic, intra- and interschool, with peers. Group discussions, for example, allow students to apply decision-making and problem-solving skills in an effort to bring clarity and understanding to the discussion. In turn, student responses are critiqued using methods appropriate to philosophical thinking.

Third, students study and evaluate key positions of some of the major philosophers and schools of philosophy related to the unit of study. This third component of the pedagogical design allows students to address the various theoretical foundations of philosophy; to evaluate the strengths and weaknesses in some of these ideas; and to demonstrate their relevance and influence on other disciplines and subsequent philosophers. In some units, philosophers and schools of philosophy from the Catholic philosophical tradition are included.

Fourth, students pose questions and critique solutions to contemporary problems that arise from the application of these arguments to everyday life, culminating in the presentation of research that further informs the relevance of the ideas under study and their application to everyday problems that arise in jobs and occupations. Often, these applications raise issues concerning the meaning and purpose of life, issues that provoke discussions of a religious and spiritual nature.

In the fifth and final step of this pedagogical strategy, students explore the connection between the Catholic philosophic tradition and the specific area under study. Since Catholicism is in no way alien to rational inquiry and endorses the philosophical conviction that the intelligibility of reality is available to the human intellect, connections of this nature can only enrich the pursuit for wisdom that is at the heart of the philosophical quest.

Given the diversity of learning styles present in today’s classroom, it is crucial that every effort be made to use a variety of resources, e.g., print, electronic, artistic, as learning aids. Likewise, every effort should be made to include philosophical material that represents a balance in gender, religion, race, and ethnicity.

When appropriate, resources and materials from other disciplines should be included not only to meet course expectations but also to demonstrate the interrelationship that exists between various bodies of knowledge. Religious education offers a variety of resources, e.g., scripture, Church documents, spiritual texts/practices, that can be used throughout the course to enrich and broaden the philosophical quest for wisdom beyond that of traditional philosophical references.

Many of the expectations related to logic and critical thinking skills are inherent in the activity of philosophical inquiry. They are addressed explicitly in Unit 1 and implicitly throughout the other units. Furthermore, the evaluation activities recommended for each unit require students to demonstrate their ability to apply the skills of logic and critical thinking at various places throughout that unit. The skills are:

· Applying logical and critical thinking skills in practical contexts, and in detecting logical fallacies, PSV.02;

· Demonstrating an understanding of the main questions in logic, e.g., What is a valid argument? What is a logical fallacy? PS1.01;

· Correctly using the terminology of logic, e.g., logical consistency, contradiction, deduction, validity, PS1.02;

· Distinguishing valid from invalid arguments, and sound from unsound arguments, PS1.03.

For the culminating activity, students are required to keep a journal that records their reflections and critical thinking concerning the various philosophers and schools of philosophy discussed in each unit. By the end of the first unit, students identify at least one school of philosophy that they would like to research more fully throughout the course.

Units: Titles and Times

Note: This course addresses three (or more) of the main areas of philosophy. Unit 1 is recommended as a core unit of study. The choice of any two of the remaining units will depend on the interests, abilities, and needs of the class.

Unit 1	Metaphysics – A Search for the Ultimate Nature of Reality	40 hours
* Unit 2	Epistemology – What are Knowledge and Truth?	30 hours
Unit 3	Ethics – Are There Universal Moral Norms?	30 hours
Unit 4	Social and Political Philosophy – When Rights and Responsibilities Collide	30 hours
Unit 5	Aesthetics – Why Is Beauty Valued?	30 hours
Unit 6	Logic and the Philosophy of Science – A Search for Validity and Scientific Reasoning	30 hours
Culminating Activity	Philosophy Under Review: A Research Essay In Three Parts	10 hours

* This unit is fully developed in this Course Profile.
Teachers select two units from Units 2-6 (2 units × 30 hours = 60 hours).

Note: This unit is recommended as the first unit in the course

Unit Overviews

Unit 1: Metaphysics: In Search of Ultimate Reality

Time: 40 hours

Unit Description

Metaphysics is that branch of philosophy that addresses general and profound questions about reality and tries to bring some coherence to our experience of the world. Metaphysics examines the questions that lie beneath the sort of evidence on which science depends. These include: What is the nature of ultimate reality? What is the structure of the world in which we live? Is everything in the universe determined by outside causes or are humans, at least, freely able to choose for themselves? Why is there something rather than nothing? Is there a difference between the way things appear to us and the way things are? What is the place of humans in the universe? Does God exist?

This unit introduces students to some of these questions that metaphysics raises and seeks to resolve. Students begin with the topic: What makes a question a philosophical question? An activity that provides an opportunity to define philosophy, e.g., a search for wisdom that begins in wonder, introduces students to the various branches of philosophy and the place of metaphysics within this schema and identifies the research and inquiry skills related to the successful study of philosophy. Students then turn their attention to some of the main theories and concepts found in metaphysics and the various responses offered by different philosophers, e.g., pre-Socratics, Plato, Aristotle, Descartes, Kant, Heidegger, Sartre, Weil, and schools of philosophy, e.g., Buddhism, monism, materialism, idealism, pragmatism, existentialism, realism, antirealism, to these matters. Students then discuss and debate the relevance of metaphysical theory as it applies to both everyday life and contemporary culture, especially in relation to the use of metaphysical themes in physics, astronomy, and the arts, e.g., film, music, and literature. The unit concludes with an examination of several metaphysical arguments posed in response to the question: Does God Exist? e.g., the Ontological Argument, the Cosmological Argument, and the stance of the Catholic philosophical tradition regarding this question.

Unit Culminating Activity: A Philosopher’s Journal

For the unit culminating activity, students are required to keep a journal that records their reflections and critical thinking concerning the various philosophers and schools of philosophy discussed in the unit. By the end of the unit, students need to identify at least one school of philosophy that they would like to research more fully throughout the course.

Unit Overview Chart

Activity	Learning Expectations	Assessment Categories	Focus
1	MEV.01, ISV.02, IS3.01, PSV.01, PSV.02 CGE2c, 5e	Communication	What is Philosophy? What is metaphysics?
2	ME1.01, ISV.01	Thinking/Inquiry	Is there a metaphysical force controlling our destiny?
3	MEV.02, MEV1.02, ME1.03	Knowledge/ Understanding	What do the philosophers say? How do the various schools of philosophy define reality?
4	MEV.03, MEV.04, ME1.04, ME1.05, PSV.03, PSV.04	Application	Are metaphysical theories relevant in today’s world?
5	CGE1a, 1e, 5c, 4g	Knowledge/ Understanding	Does God exist?
Unit Culminating Activity	MEV.01, MEV.02, MEV.03, MEV.04, ISV.02, ISV.03, IS1.04 CGE1e, 2c, 5e	Knowledge/ Understanding Thinking/Inquiry Communication Application	A Philosopher’s Journal

Unit 2: Epistemology – What are Knowledge and Truth?

Time: 30 hours

Unit Description

Students identify the main questions, concepts, and theories related to epistemology. Epistemology is the branch of philosophy that focuses on questions of knowledge and truth such as: What is the basis of knowledge? What is it to know something? Do we depend entirely on our senses, or can we discover basic truths simply by thinking? How can we justify or prove the truth of what we claim? Is science the only way to know the world?

Students begin with an examination of their own reasons for believing something and why, at certain times, they take on the role of sceptic. Students then turn their attention to the criteria used in philosophical analysis to address such challenges as those of scepticism and the foundations of knowledge, especially the relationship between truth and rationality. Next, students turn their attention to the responses given by some of the major philosophers, e.g., Plato, Aquinas, Descartes, Berkeley, Locke, Hume, Kant, and schools of epistemology, e.g., scepticism, empiricism, rationalism, scientific method, to these questions. Students then describe instances of how problems of knowledge in everyday life, e.g., conflicting eyewitness claims in court trials, relate to theories of epistemology and other subject areas such as psychology. The unit culminates with a basic introduction to Bernard Lonergan’s theory of epistemology as presented in Insight: A Study of Human Understanding—an approach to epistemology relating to knowledge and religious experience.

Unit Culminating Activity: Film In Review – A Philosopher’s Column

The unit culminating activity is a film review in a philosophy magazine, e.g., Philosophy Now, that critically analyses a film which contains epistemological themes, e.g., Blow-Up, The Seventh Seal, Rashomon, The Matrix, Life is Beautiful, Romero, Memento. Students approach the review from the perspective of a particular school of philosophy and identify how the film illustrates this school’s approach toward knowledge and truth. This activity may be utilized as part of the course culminating activity.

Unit Overview Chart

Activity	Learning Expectations	Assessment Categories	Focus
1	EPV.01, EP1.01, ISV.01, ISV.02, ISV.03, IS3.01, CGE 5e	Communication	What is Epistemology? What role do reason and logic play in human knowing?
2	EP1.03	Thinking/Inquiry	What is the basis of knowledge?
3	EPV.02, EP1.01, EP1.02, EP1.03, IS1.03, IS2.02, CGE 4b, 2c	Knowledge/Understanding	What do the philosophers say? How do the schools of philosophy define the foundations of knowledge?
4	EPV.03, EPV.04, IS2.02, CGE 4g, 7b	Application	Does it make a difference what we believe?
5	CGE1i, 2b, 4g	Knowledge/Understanding Thinking/Inquiry	Is there a source for intelligibility?
Unit Culminating Activity	EPV.01, EPV.02, EPV.03, EPV.04, ISV.05, CGE 1i, 4g	Knowledge/Understanding Thinking/Inquiry Communication Application	Film In Review- A Philosopher’s Column

Unit 3: Ethics: Are There Universal Norms?

Time: 30 hours

Unit Description

What are good and evil? What is right? How should we act? What is the good life? Ethics is that branch of philosophy concerned with the moral and ethical side of life. This unit introduces students to the role values play in everyday life and why certain ethical dilemmas arise when values collide. Students analyse various bases for ethics, e.g., natural law, utilitarianism, the categorical imperative, and, wherever possible, apply ethical thinking to current issues. Students also explore the role that religious beliefs play in ethical behaviour, e.g., Maimonides Guide for the Perplexed, Buddhist ethics, Gandhi’s ahimsa, especially in relation to the question of whether there are any acts that are definitively right or wrong.

This unit begins with a series of philosophical inquiries concerning what it means to say something is good or that an action is right. Since values influence much of what we do and say, students need to examine their thinking about values—where they come from, what makes them something of worth, and whether values are absolute and unchanging or change as people change. This discussion of values and the standards used to discuss what is right and wrong, good or evil leads students to explore the main questions, concepts, and theories associated with the philosophical study of ethics. To assist in this process, students evaluate the responses given by some of the major philosophers, e.g., Aristotle, Kant, Mill and major school of ethics, e.g., utilitarianism, moral objectivism, virtue theory, to some of the main ethical questions. In order to demonstrate how moral and ethical problems influence everyday life, students work in groups to apply the knowledge learned in this unit to a contemporary ethical dilemma and present their findings to the class. The unit culminates with selected readings from the Catholic philosophical tradition, e.g., Church encyclicals such as Evangelium Vitae, that address the Catholic position regarding universal moral norms and the problem of moral relativism in today’s culture.

Unit Culminating Activity: A Philosopher’s Conference on Universal Moral Norms

The unit culminating activity uses the format of a conference for group presentations on various ethical issues from the viewpoint of a school of philosophy. Each group (approximately four to six students) plans a 30-minute seminar presentation based on three questions: What makes this issue an ethical dilemma? What do philosophers/schools of philosophy say about the issue? and Should there be a universal moral norm that applies to this ethical issue? Each member of the group should contribute an equal amount to the group’s presentation. While groups are presenting, the rest of the class should listen to the arguments presented and prepare a suitable question to ask the presenters at the end of their seminar presentation. This activity may be utilized as a part of the course culminating activity. Teacher evaluation will reflect each individual student’s achievement.

Unit Overview Chart

Activity	Learning Expectations	Assessment Categories	Focus
1	ETV.01, ET1.01, ISV.01 CGE 2b	Communication	What is ethics? Can we define the good life?
2	ET1.03, CGE 5b	Thinking/Inquiry	Why be moral?
3	ETV.02, ET1.02, ET1.03, ISV.02, ISV.03 CGE 1e	Knowledge/ Understanding	What do the philosophers say about ethics? How do the various schools of philosophy identify a rational basis for ethics?
4	ETV.03, ETV.04, ET1.04, ET1.05, ISV.04, ISV.05, IS2.01, IS2.03, IS3.03 CGE 4f, 5a, 5f, 2c	Application	Are all morals relative in life or are there universal moral norms for everyone?
5	CGE 1a, 1d, 1i, 3b, 4g	Knowledge/ Understanding Thinking/Inquiry	What does the Catholic Church say about universal moral norms?
Unit Culminating Activity	ETV.01, ETV.02, ETV.03, ETV.04, ISV.01, ISV.03, ISV.05, IS1.03, IS2.03 CGE 7j	Knowledge/ Understanding Thinking/Inquiry Communication Application	A Philosopher’s Conference on Universal Moral Norms

Unit 4: Social and Political Philosophy – When Rights and Responsibilities Collide

Time: 30 hours

Unit Description

This unit addresses the issues of social philosophy and the various philosophical theories that people use to structure society. Under the heading of social and political philosophy, many of the following questions are addressed: Where do rights come from? What is the role of the state in providing basic human needs? What are the just limits of state authority? Should individual citizens be free to do what they want? When is it right to disobey the law? Is civil disobedience justified in a democracy? What is the basis for acting well?

This unit begins with a study of the concept of freedom and the relationship between individual freedom and social responsibility. Students explore various theories that address the conflict between basic personal liberties and the general welfare of society at large. Students then turn their attention to the responses of major philosophers, e.g., Plato, Thomas Hobbes, Karl Marx, Jean-Jacques Rousseau, John Rawls, Martin Luther King, Simone deBeauvoir, and major schools of social and political philosophy, e.g., individualism, communitarianism, feminism, to some of the main questions of social and political philosophy: What is the proper boundary between public policy and private morality? What obligations do we have to address racial and gender inequalities? Students then apply their knowledge to pursue questions concerning the theories of social and political philosophy to that of contemporary political policymaking and the influence of social and political philosophy on fields such as economics and law. The final activity in this unit is to examine Church documents, e.g., Centisimus Annus, concerning the social and political teaching of the Church on the issues of inalienable rights and the role of social justice in building a social order supportive of the common good.

Unit Culminating Activity: Philosophers as Policy Makers

The unit culminating activity students take on the role of policymaker and submit a written brief to a government leader that provides a philosophical argument in support of the student’s recommendation for proposed legislative action. Students may wish to address the question of civil disobedience and prepare a brief that describes the conditions under which the government would permit such action. Other issues may include gender inequality, capital punishment, public housing, terrorism, environmentalism, and the legalization of narcotics. Reference should be made to how Church teaching relates to these issues. Students are given the opportunity to practise and apply their research and inquiry skills. This activity may illuminate the connections between philosophy and other courses that students may be taking. It may also be utilized as part of the course culminating activity.

Unit Overview Chart

Activity	Learning Expectations	Assessment Categories	Focus
1	PPV.01, ISV.01, CGE 1d	Communication	What is social and political philosophy? Where do rights come from?
2	PP1.01, CGE 5e	Thinking/Inquiry	Should individual citizens be free to do what they want?
3	PPV.02, PP1.02, PP1.03, ISV.02, ISV.03 CGE 4g	Knowledge/Understanding	What do philosophers say about the concepts of freedom, justice, liberty, and equality? How do the various schools of philosophy define the relationship between human rights and social responsibilities?
4	PPV.03, PPV.04, ISV.04, ISV.05, IS1.03, IS3.02 CGE 7h, 7j	Application	How does social and political philosophy shape public policy? How does it influence economics, law, and political science?
5	CGE 1a, 2b, 3f, 4a	Knowledge/Understanding Thinking/Inquiry	What does the Church say about human rights and social justice?
Unit Culminating Activity	PPV.01, PPV.02, PPV.03, PPV.04, ISV.05, IS1.03, IS3.02	Knowledge/Understanding Thinking/Inquiry Communication Application	Philosopher as Public Policy Maker

Unit 5: Aesthetics – When Is Something a Work of Art?

Time: 30 hours

Unit Description

Students consider the questions associated with aesthetics. This is the branch of philosophy that seeks the answers to such questions as “What is beauty?” and “What is art?” Related questions include: Where does art reside? Is beauty in the eye of the beholder? What is the nature of artistic imagination? Is a work of art its own justification? Should art be politically correct? Should beauty contain an ethical dimension? and Why do we value art?

Students explore the nature of beauty and art and logically defend their own criteria by which an artwork can be judged. Key connections are made between aesthetics, epistemology, and ethics. Students then turn their attention to the responses of some of the world’s major philosophers, e.g., Plato, Aristotle, Kant, Tolstoy, Nietzsche, to some of the main questions of aesthetics. Students then apply their knowledge to explain how philosophical theories of aesthetics have influenced contemporary culture, especially in the areas of music, art, and fashion. The unit culminates with an analysis of the relationship between art and censorship and whether art can serve as a symbol for the sacred.

Unit Culminating Activity: Art on Review

The unit culminating activity is the production of a multi-media product that serves as a personal statement of that student’s aesthetic. The product must include: a statement of the student’s personal philosophy of art, a fictional interview with a major world philosopher whose view of aesthetics is similar to that stated by the student, and three examples of art forms that represent the student’s philosophy of art and a rationale for their inclusion in the product. Original artworks, videos, slides, graffiti, poems, etc. should be used. This activity may be utilized as part of the course culminating activity.

Unit Overview Chart

Activity	Learning Expectations	Assessment Categories	Focus
1	AEV.01, ISV.01 CGE 2c, 5e	Communication	What is aesthetics? Is beauty in the eye of the beholder?
2	AE1.01, AE1.03 ISV.03 CGE 5e	Thinking/Inquiry	Is beauty a form of truth? Does beauty contain an ethical dimension? Is a work of art its own justification?
3	AEV.02, AE1.02	Knowledge/Understanding	What do philosophers say is the purpose of art?
4	AEV.03, AE1.04 CGE 7j,	Application	Does art mean anything? Does art have a political function?
5	CGE 1i, 3e, 5a	Knowledge/Understanding Thinking/Inquiry	What is the connection between art and religion?
Unit Culminating Activity	AEV.01, AEV.02, AEV.03, ISV.01, ISV.05, ISV.04, IS1.04 CGE 1i, 3e, 5a	Knowledge/Understanding Thinking/Inquiry Communication Application	Art on Review

Unit 6: Logic and the Philosophy of Science

Time: 30 hours

Unit Description

This unit combines two areas of philosophy that address how claims about the world can be justified. The main questions in logic, e.g., What is a valid argument? What is a logical fallacy? In what sense can a proposition be known to be true? Focus on language and its function as the vehicle through which the ideas and concepts of philosophy are transmitted. The main questions in the philosophy of science, e.g., What differentiates science from non-science? What constitutes a scientific-like explanation? How does science advance? Focus on the method used in science to formulate hypotheses and laws. The common bond between both areas is the interest in truth claims and methods of validation and clarification.

In this final unit, students begin by exploring the process of reasoning and the structure of a valid argument. Students are introduced to the terminology of logic, e.g., logical consistency, contradiction, deduction, validity, and the relevance of logic to subjects such as mathematics, computer science, and artificial intelligence. Students then turn their attention to some of the main questions in the philosophy of science (e.g., What makes science scientific? What role does inductive reasoning play in science? How does science progress?) and consider the major strengths and weaknesses of the responses given by some of the major philosophical theories of science, e.g., logical positivism, scientific realism, to these questions. Finally, students apply their knowledge to philosophical theories that have influenced the development of the natural and social sciences, especially in the fields of technology and bioethics. The unit concludes with a discussion of the Church’s teachings on creation and evolution as an example of the interaction between the philosophy of science and the Catholic philosophical tradition.

Unit Culminating Activity: Galileo Revisited

This unit culminating activity takes the form of a trial. In groups of six, students reconstruct a trial scene, thirty minutes in length in which a modern day Galileo is brought to trial before a jury because of a theory or scientific method that is controversial, e.g., cloning, genetic engineering, stem cell research, artificial organ transplants. Students role-play the parts of judge, crown and defence lawyers, and defendant. The rest of the class serves as the jury. The trial, through the Crown and defence, must provide logical and valid arguments in support of allowing “the Galileos” to continue this work and against allowing “the Galileos” to continue this work. They must use arguments based on their knowledge of the philosophy of science to construct the case.

Unit Overview Chart

Activity	Learning Expectations	Assessment Categories	Focus
1	PSV.01, PS1.01, PS1.02, PS2.01	Communication	What is logic? What are the main questions in a philosophy of science?
2	PSV.02, PS2.01, PS1.03	Thinking/Inquiry	What is a valid argument? What makes science scientific?
3	PS2.02	Knowledge/Understanding	What do some of the major philosophical theories of science say about what makes scientific theory true?
4	PS1.04, PS2.03, PS2.04	Application	How has the philosophy of science influenced the development of natural and social sciences?
5	CGE 7a, 7i, 7d	Thinking/Inquiry	What does the Church say about bioethical research?
Unit Culminating Activity	PS2.01, PS2.02, PS2.03, PS2.04 CGE7a, 7i, 7d	Knowledge/Understanding Thinking/Inquiry Communication Application	Galileo Revisited

Teaching/Learning Strategies

Some of the planning considerations for a university preparation course are:

· Students are encouraged to analyse and assess arguments critically and challenge their own thinking and that of others. Philosophy has no easy answers and students need to listen and to explore different points of view and defend their responses to philosophical exchanges with others.

· Students need to learn how to develop coherent and logical arguments in response to some of the questions raised by the study of philosophy.

· Students are required to read both primary sources as well as resources about the ideas of major philosophers. They need to read for meaning and develop the ability to use specialized vocabulary.

· Students need to develop the skills to analyse and assess arguments, compare philosophical approaches, and succinctly summarize arguments.

· Students must be able to make interdisciplinary connections, e.g., economics, law, religious education, and identify fallacies in reasoning found in these various subjects.

· Students are required to demonstrate their learning concerning the connection between the study of philosophy and the Catholic philosophical tradition.

The five-part pedagogical design of each unit serves as the delivery model for instructional strategies and provides a direct link to the knowledge and skills identified in the expectations.

Teaching/learning strategies appropriate for the start of each unit that focus on Communication skills include:

· Student Response – Students respond to quotations from various sources or cartoons related to the area of philosophical study, choose the one that best reflects their own thinking, and then share their choice with the larger group.

· Think/Pair/Share – Students reflect on questions related to the study of the unit’s focus, share their reflections with a partner, then share the pairing’s collective reflection with the class.

· Case Study – From newspapers or magazines, students investigate real or simulated situations that relate to a main question within the unit, followed by student’s reaction and sharing.

· Brainstorming – Without criticism or analysis, the group generates responses to what the unit’s topic means.

· Media Presentation – The class responds to a media presentation, e.g., film, song, television show, connected with the area of study in the unit.

· Role-playing – Students dramatize a scenario that relates to the area of study in the unit and then lead a discussion as to what the scenario was trying to communicate.

Teaching/learning strategies that assist in the development of Thinking/Inquiry skills related to philosophical questions and to use correct terminology related to the unit include:

· Didactic Presentation – The teacher presents information regarding the correct use of philosophical terms.

· Group Discussion – Group investigation of resource material related to the area of study within the unit followed by student’s reaction and sharing.

· Focus Groups – Informal group discussions based on focus questions.

Teaching/learning strategies appropriate for the Knowledge/Understanding skills associated with the formal study of major philosophers and schools of philosophy include:

· Didactic Presentation – The teacher presents information, e.g., lecture, overhead presentation, electronic slideshow presentation, summary notes.

· Independent Study – Students exploration and research of a major philosopher/school of philosophy using the Internet.

· Jigsaw – Specialized home group learning followed by new group sharing.

· Group Research Project – Group exploration and research of a major philosopher/school of philosophy is related to questions posed in the unit.

Teaching/learning strategies appropriate for the development of skills associated with the Application of philosophy to everyday life and other related subject areas include:

· Case Study – Students investigate occurrences in everyday contexts related to the unit’s main questions.

· Debates – Groups formally discuss an issue, with planned presentations that contrast alternative philosophical positions provided by other subject areas such as economics, law, literature and religious education.

· Independent Study – Students explore and research a philosophical problem related to the unit and present a solution.

· Carousel – Expert groups or individuals prepare and deliver presentations that identify the difference that a specific philosophical response should make to people’s values, behaviours and life plans.

Teaching/learning strategies related to Knowledge/Understanding skills and Thinking/Inquiry skills required to make the connection between the unit of study and the Catholic philosophical tradition include:

· Didactic presentation – The teacher presents information.

· Independent Research – Students explore and research the connection between the unit of study and the Catholic philosophical tradition.

· Guest Speaker and Conference – Students attend a presentation by a speaker and submit a report that critiques the presentation.

· Media presentation – Students compile information related to the Catholic philosophical tradition by accessing such sources as encyclopedias, surveys, and the Internet.

Assessment & Evaluation of Student Achievement

Each activity in a unit is an assessment that allows students to demonstrate their learning. This is a feature that ensures the learning is directly related to assessment as outlined in the Achievement Chart, found in The Ontario Curriculum, Grades 11 and 12, Social Sciences and the Humanities 2000,
p. 144-145. Assessment, evaluation, and reporting should be based on the achievement levels as outlined in the Ministry of Education document, The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

For each unit, students are required to complete a number of activities, which are designed to demonstrate their success at meeting the course expectations. Assessment tasks that accompany the first activity focus on communication skills, e.g., communication of information and ideas, use of language, communication for different audiences and purposes. As students complete each activity, they receive formative assessment from peers and/or the teacher. Assessment tasks that demonstrate student learning related to the category of communications include:

· Student participation in classroom discussion

· Journal entry regarding personal view of the question

· Written Assignment – one-page summary of current thinking on the focus of the unit

Assessment tasks that demonstrate student learning related to the category of Thinking/Inquiry, e.g., creative and critical thinking skills, formulating questions, analysing, and evaluating information, and are appropriate for the second activity in the unit include:

· Oral presentation – demonstration of correct use of terminology of philosophical concepts; demonstration of skills to analyse and assess arguments critically

· Journal writing – description of how personal thinking on the main philosophical questions discussed in the unit has changed as a result of inquiry skill development

· Written presentation – short answer responses to questions of inquiry

Assessment tasks that demonstrate student learning related to the category of Knowledge/Understanding, e.g., knowledge of facts and terms, understanding of concepts, principles and theories, and are appropriate for the third activity in the unit may include:

· Written test – short answer test on the position of some of the major philosophers/schools of philosophy on the main questions discussed in the unit

· Oral presentation – summary of the ideas of some of the major philosophers with respect to the topic being studied

· Group presentation – comparison of responses given by different philosophers/schools of philosophy

· Written assignment – two-page summary of the various philosophical theories presented in the unit

Assessment tasks that demonstrate student learning related to the category of Application, e.g., making connections, transfer of concepts, skills and procedures to new contexts, and are appropriate for the fourth activity in the unit may include:

· Research paper – publishing findings using accepted forms of documentation

· Dramatic presentations – presenting a simulation of an everyday occurrence and role-playing the way various philosophical approaches would try to resolve the situation

· Group presentation – working together to present findings on the ways the ideas of philosophers have influenced subsequent philosophers

For the final activity in each unit which focuses on the Catholic philosophical tradition, the following assessment tasks that demonstrate student learning in the categories of Knowledge/Understanding and Thinking/Inquiry include:

· Journal writing – recording final reflections on the unit in journals

· Group presentation – presenting information gathered from research

Other assessment tools used could include: checklists, rating scales and rubrics.

Seventy per cent of the grade will be based on assessment and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, oral performance, research essay and/or other method of evaluation.

Culminating Activities

In addition to the series of activities completed in each unit, students are required to complete a unit culminating activity that demonstrates their success at meeting the expectations. These culminating activities draw on the work completed during the unit and are assessed and evaluated in all four areas of the Achievement Chart. Suggested culminating activities for each of the units are as follows:

Unit 1 – A Philosopher’s Journal

Unit 2 – Film in Review: A Philosopher’s Column

Unit 3 – A Philosopher’s Conference

Unit 4 – Philosophers as Policy Makers

Unit 5 – Art on Review

Unit 6 – Galileo Revisited

The Final Evaluation: Philosophy In Review – An Essay in Three Parts

As a final performance task for the course, students must submit a research essay that addresses three of the main areas of philosophy. Students should be made aware of this final performance activity at the beginning of the course and be provided with opportunities throughout the course to work towards completing the final evaluation. Their task is to select a philosophical school, e.g., existentialism, Platonism, scholasticism, postmodernism, feminism, identify the major thinkers associated with this philosophical approach, and summarize what the school believes about three of the main areas of philosophy, e.g., what does an existentialist believe about metaphysics, ethics, and social and political philosophy? Students are expected to prepare a 20-minute oral presentation based on their research to be presented in class. Students can include references to resources and materials developed for the unit’s culminating activities done throughout the course.

If a final exam is used, there should be both short answer and essay responses.

Accommodations

Teachers should read the Individual Education Plan (IEPs) developed for exceptional students and others who are not formally identified but who receive special education programs and/or services. The IEPs outline recommendations to be followed. Teacher should provide learning opportunities that take into consideration the needs of a diversity of learners. These considerations include:

· Use print and electronic sources.

· Provide copies of overhead notes.

· Teach how to underline and highlight important points.

· Use mind-mapping.

· Provide a glossary of terms for reference.

· Model skills for students when they are expected to draw inferences, make conclusions, or assess the implications of case study material.

· Provide enrichment activities for students who wish to explore interdisciplinary connections, issues, and philosophical thought in greater detail.

To accommodate the needs of ESL/ELD students, teachers should read the Ministry of Education document English As a Second Language and English Literacy Development, 2000.

Resources

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos, and websites. Teachers need to consult their board policies regarding use of any copyright materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.

General Resources

Blackburn, S. The Oxford Dictionary of Philosophy. New York: The Oxford University Press, 1994.
ISBN 0-19-211694-0

Gaardner, Jostein. Sophie’s World. New York: Berkley Books, 1996.

Hanley, Richard. The Metaphysics of Star Trek. New York: Basic, 1997. ISBN 0-465-04548-0

Honderich, Ted, ed. The Oxford Companion to Philosophy. New York: The Oxford University Press, 1995. ISBN 0-19-866132-0

Horner, Chris and Emrys Westacott. Thinking Through Philosophy. Cambridge: Cambridge Press, 2000.
ISBN 0-512-62657-9

Iannone, A. Pablo. Through Time and Culture: Introductory Readings in Philosophy. New Jersey: Prentice-Hall, 1994. ISBN 0-13-920620-5

Kessler, Gary. Voices of Wisdom: A Multicultural Reader. Belmont: Wadsworth, 2000.
ISBN 0-534-53572-0

Miller, E. Questions That Matter: An Invitation to Philosophy. New York: McGraw-Hill, 1996.
ISBN 0-07-042836-0

Mitchell, Helen B. The Roots of Wisdom: A Multicultural Reader, 2nd ed. Belmont, WA: Wadsworth, 1999. ISBN 0-534-54347-2

Pojman, Louis P. Philosophical Traditions: A Text with Readings. U.S.A.: Wadsworth Publishing Company, 1998.

Popkin, R. and A. Stroll. Philosophy Made Simple. New York: Doubleday, 1993. ISBN 0-385-42533-3

Solomon, Robert. The Big Questions: A Short Introduction to Philosophy, 6th ed. U.S.A.: Harcourt College Publishers, 2002.

Thompson, Mel. Teach Yourself Philosophy. Chicago: NTC Publsihing Group, 1995.
ISBN 0-8442-3683-7

Velasquez, Manuel. Philosophy: A Text with Readings. USA: Wadsworth Publishing Company, 1997.
ISBN 0-534-20796-0

Warburton, Nigel ed. Philosophy: Basic Readings. U.S.A.: Routledge, 1999.

White, Thomas. Discovering Philosophy; Brief Edition. New Jersey: Prentice-Hall, 1996.
ISBN 0-13-508003-7

Wolff, R. About Philosophy. New Jersey: Prentice-Hall, 1995. ISBN 0-13-059155-6

Note: Recommended as background reading in preparation for teaching this course is: Tarnas, Richard. The Passion of the Western Mind: Understanding the Ideas that Have Shaped Our World View. New York: Ballantine Books, 1991. ISBN 0-345-3680906

Catholic Resources

Catechism of the Catholic Church

Catholic New Times

Catholic Register

C.C.C.B. Call to Justice

Donders, Joseph G. John-Paul II: The Encyclicals in Everyday Language. Orbis Books: New York, 1996. ISBN 1057075-051-3

Papal Encyclicals (John-Paul II)

On the Hundredth Anniversary of Rerum Novarum (Centisimus Annus) 1991.

Splendor of Truth (Veritas Splendor) 1993.

Faith and Reason (Fides et Ratio) 1998.

Magazines

Philosophy Now. ISNN 0961-5970 – www.philosohynow.demon.co.uk

SKEPTIC. ISSN 1063-9330 – www.skeptic.com

Websites

The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

About.com.Philosophy – http://philosophy.about.com

Documents of the Roman Catholic Church – http://www.rc.net/rcchurch/vatistmts/

The Philosophy Research Base – http://www.erraticimpact.com

Videos

The Examined Life – 26 programs based on the philosophy textbook written by Manuel Velasquez

OSS Considerations

This University Preparation course is outlined in The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000. The only prerequisite for taking the course is the successful completion of any University or University/College Preparation course in the Social Sciences and Humanities, English, or Canadian and World Studies. There are many opportunities for students to develop research and communication skills directly related to career exploration and the student exit plan as outlined in Choices Into Action: Guidance and Career Education Program Policy For Ontario Elementary and Secondary Schools, 1999. This course also reflects the role of technology in learning and reflects the guidelines developed for assessment, evaluation, and reporting prescribed in Program Planning and Assessment. Students may use this course as an optional credit or an additional compulsory credit to meet diploma requirements.

Coded Expectations, Philosophy: Questions and Theories, Grade 12, University Preparation, HZT4U

Metaphysics

Overall Expectations

MEV.01 · summarize the main questions, concepts, and theories of metaphysics;

MEV.02 · evaluate the strengths and weaknesses of responses to some of the main questions of metaphysics defended by some major philosophers and schools of philosophy, and defend their own responses;

MEV.03 · demonstrate the relevance of metaphysical questions and theories to everyday life;

MEV.04 · illustrate how metaphysical theories are presupposed in other subjects.

Specific Expectations

ME1.01 – demonstrate an understanding of some of the main questions in metaphysics (e.g., What are the ultimate constituents of reality? Does God exist? What is Being? What is the relation of mind to matter? What is the self? What is personal identity? Are human actions free? What is the meaning of life?);

ME1.02 – evaluate the positions of some of the major philosophers (e.g., Plato, Avicenna, Buddha, Descartes) and schools of philosophy (e.g., monism, idealism, Buddhism, materialism) on some of the main metaphysical questions;

ME1.03 – formulate their own clear and cogent responses to some of the fundamental questions of metaphysics (e.g., What is the meaning of life?), and defend their responses in philosophical exchanges with others;

ME1.04 – explain, with reference to some classic texts (e.g., Hume’s Treatise of Human Nature), how different metaphysical theories about such questions as “Do persons remain the same over time?” make differences in people’s attitudes to such practical issues as making promises, memory, and responsibility for past events;

ME1.05 – demonstrate an understanding of the influence that some metaphysical ideas about topics such as causality, space and time, and the infinite have on other disciplines, such as physics and astronomy.

Logic and the Philosophy of Science

Overall Expectations

PSV.01 · identify the main questions in formal and informal logic, and in the philosophy of science;

PSV.02 · apply logical and critical thinking skills in practical contexts, and in detecting logical fallacies;

PSV.03 · demonstrate an understanding of how philosophical questions apply to disciplines such as physics, mathematics, and psychology;

PSV.04 · evaluate the strengths and weaknesses of the responses to some questions of natural and social sciences defended by some of the major philosophers and schools of philosophy, and defend their own responses.

Specific Expectations

Logic

PS1.01 – demonstrate an understanding of the main questions in logic (e.g., What is a valid argument? What is a logical fallacy?);

PS1.02 – correctly use the terminology of logic (e.g., logical consistency, contradiction, deduction, validity);

PS1.03 – distinguish valid from invalid arguments, and sound from unsound arguments;

PS1.04 – explain the relevance of logic to mathematics, computer science, and artificial intelligence.

Philosophy of Science

PS2.01 – demonstrate an understanding of some main questions in the philosophy of science (e.g., What differentiates science from non-science? What constitutes a law-like explanation? Can science tell us what the world is really like?);

PS2.02 – evaluate the strengths and weaknesses of the responses given by some of the major philosophical theories of science (e.g., instrumentalism, logical positivism, scientific realism) to such questions as “What is the relationship between theory and observation?”, making reference to classic texts (e.g., Quine’s Word and Object, Kuhn’s The Structure of Scientific Revolutions);

PS2.03 – formulate and defend their own responses to some of the fundamental questions in the philosophy of science (e.g., What makes a scientific theory true?);

PS2.04 – explain how philosophical theories (e.g., atomism, phenomenology) have influenced the development of the natural and social sciences.

Epistemology

Overall Expectations

EPV.01 · identify the main questions, concepts, and theories of epistemology;

EPV.02 · evaluate the strengths and weaknesses of responses to some of the main questions of epistemology defended by some major philosophers and schools of philosophy, and defend their own responses;

EPV.03 · demonstrate the relevance of philosophical theories of epistemology to concrete problems in everyday life;

EPV.04 · explain how different epistemological theories apply to subject areas such as psychology.

Specific Expectations

EP1.01 – demonstrate an understanding of the main philosophical questions of epistemology (e.g., What is human knowledge? Can humans know the world as it really is? Are there some things that humans can never know? Are there some things that we know with absolute certainty?);

EP1.02 – evaluate the strengths and weaknesses of the responses given by some of the major philosophers (e.g., Aquinas, Plato, Descartes, Berkeley, Nagarjuna) and major schools of epistemology (e.g., scepticism, empiricism, pragmatism) to some of the main epistemological questions (e.g., Is human knowledge based entirely on sensory perception? What counts as a justification in claiming to know something?), making reference to classic texts (e.g., Plato’s Meno, Descartes’ Discourse on Method);

EP1.03 – formulate their own ideas about some of the main questions of epistemology, and explain and defend those ideas in philosophical exchanges with others;

EP1.04 – describe instances in which philosophical problems of knowledge occur in everyday contexts (e.g., conflicting eyewitness claims in court trials), and can be clarified and analysed using philosophical theories of epistemology;

EP1.05 – explain how theories of knowledge (e.g., realism) are adopted and applied in subject areas such as psychology (e.g., the psychology of perception).

Ethics

Overall Expectations

ETV.01 · demonstrate an understanding of the main questions, concepts, and theories of ethics;

ETV.02 · evaluate the strengths and weaknesses of responses to ethical questions and moral problems defended by some major philosophers and schools of philosophy, and defend their own responses;

ETV.03 · illustrate the relevance of philosophical theories of ethics to concrete moral problems in everyday life;

ETV.04 · demonstrate an understanding of how philosophical theories of ethics are implicit in other subjects.

Specific Expectations

ET1.01 – identify the main questions of ethics (e.g., What are good and evil? What is the good life? What is virtue? Why be moral? What obligations do people have to one another?);

ET1.02 – evaluate the responses given by some of the major philosophers (e.g., Maimonides, Kant, Mill) and major schools of ethics (e.g., utilitarianism, Thomism, post-modernism, Confucianism) to some of the main ethical questions (e.g., Are moral values objective? On what grounds should the rightness and wrongness of actions be determined?), making reference to classic texts (e.g., Aristotle’s Nicomachean Ethics, Maimonides’ The Guide of the Perplexed, Mill’s Utilitarianism);

ET1.03 – use critical and logical thinking skills to defend their own ideas about ethical issues (e.g., the nature of the good life) and to anticipate counter-arguments to their ideas;

ET1.04 – demonstrate how the moral problems and dilemmas that occur in everyday contexts (e.g., in medicine, business, law, the media) can be effectively analysed using a variety of different philosophical theories (e.g., virtue ethics, social-contract theory);

ET1.05 – describe how problems in ethics and the theories that address them (e.g., existential ethics, utilitarianism, Buddhist ethics) may be illustrated in novels and drama, and in religious stories and parables (e.g., the moral nihilism of Dostoevsky’s "underground man", the biblical Abraham’s moral conundrum).

Social and Political Philosophy

Overall Expectations

PPV.01 · demonstrate an understanding of the main questions, concepts, and theories of social and political philosophy;

PPV.02 · evaluate the strengths and weaknesses of the responses to the main questions of social and political philosophy defended by some major philosophers and schools of philosophy, and defend their own responses;

PPV.03 · identify instances of theories of social and political philosophy that are presuppositions in everyday life;

PPV.04 · demonstrate the relevance of social and political philosophy to other subjects.

Specific Expectations

PP1.01 – demonstrate an understanding of the main questions of social and political philosophy (e.g., What are the just limits of state authority? Do people have a right to equal treatment? Should individual citizens be free to do what they want? What are an individual’s rights and responsibilities?);

PP1.02 – evaluate the responses of major philosophers (e.g., Wollstonecraft, Confucius, Rousseau) and major schools of social and political philosophy (e.g., individualism, communitarianism, feminism) to some of the main questions of social and political philosophy (e.g., What is justice? What is the proper boundary between public policy and private morality?), making reference to classic texts (e.g., Hobbes’s Leviathan, Rousseau’s Social Contract, de Beauvoir’s The Second Sex);

PP1.03 – use critical and logical thinking skills to develop and defend their own ideas about some of the major questions of social and political philosophy, and to anticipate counter-arguments to them;

PP1.04 – analyse how theories of social and political philosophy (e.g., libertarianism, egalitarianism) are adopted and realized in contemporary political policy making (e.g., concerning the distribution of wealth), and how the adoption of a particular theory makes a difference to political and social practices;

PP1.05 – demonstrate an understanding of how particular philosophical theories (e.g., of rights, citizenship, duties) have influenced the development of subjects such as political science, economics, or law.

Aesthetics

Overall Expectations

AEV.01 · demonstrate an understanding of the main questions, concepts, and theories of aesthetics;

AEV.02 · evaluate the strengths and weaknesses of responses to some of the main questions of aesthetics defended by some major philosophers, and defend their own responses;

AEV.03 · illustrate the relevance of aesthetics to other subjects.

Specific Expectations

AE1.01 – demonstrate an understanding of philosophical questions of aesthetics (e.g., What is beauty? Are judgements about what is beautiful or ugly subjective? Should art have social value?);

AE1.02 – evaluate the strengths and weaknesses of the responses of some of the world’s major philosophers (e.g., Plato, Aristotle, Kant, Dewey) to some of the main questions of aesthetics (e.g., Are the standards of beauty universal? Is it the role of art to improve people?), making reference to classic texts (e.g., Aristotle’s Poetics, Dewey’s Art as Experience, Nietzsche’s The Birth of Tragedy);

AE1.03 – formulate and defend their own responses to some of the main questions of aesthetics (e.g., What makes something a work of art? Can art tell us what is true and false?);

AE1.04 – explain how philosophical theories of aesthetics influence music, art, and fashion.

Research and Inquiry Skills

Overall Expectations

ISV.01 · correctly use the terminology of philosophy;

ISV.02 · identify the main areas of philosophy, and analyse philosophical arguments within them;

ISV.03 · demonstrate an understanding of the unique character of philosophical questions;

ISV.04 · effectively use a variety of print and electronic sources and telecommunications tools in research;

ISV.05 · effectively communicate the results of their inquiries.

Specific Expectations

Using Reasoning Skills

IS1.01 – classify philosophical conclusions (e.g., according to whether they claim to state empirical facts about human behaviour or recommend ways people ought to behave);

IS1.02 – classify philosophical arguments (e.g., according to whether or not their conclusions are supposed to follow with logical necessity from their premises or are only made plausible or likely by the arguments);

IS1.03 – apply logical and critical thinking skills to evaluate or defend positions in philosophical writings;

IS1.04 – apply logical and critical thinking skills to problems that arise in jobs and occupations (e.g., What obligations do employees have to the public, to their employers, and to themselves? When resources are scarce, how should decisions be made about their allocation?).

Using Research Skills

IS2.01 – summarize main philosophical concepts and theories from information gathered from encyclopedias or surveys (e.g., by using the Internet to access appropriate electronically recorded philosophy resource material, such as surveys, journal articles, bibliographies, and listserves);

IS2.02 – compare the problems, principles, methods, and conclusions of different philosophers (e.g., how Aristotle made use of Plato’s theory of forms, how Kant replied to Hume’s scepticism);

IS2.03 – describe the ways in which the ideas of philosophers have influenced subsequent philosophers.

Using Communication Skills

IS3.01 – clearly explain their own views in philosophical discussions in class and in other types of exchanges (e.g., electronic, intra- and interschool) with peers;

IS3.02 – clearly explain their views and display their use of philosophical reasoning skills in written papers, using accepted forms of documentation as required.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

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