Course Profile Philosophy: Questions and Theories (HZT4U), Grade 12, University Preparation, Public
Unit 1: Metaphysics
Time: 35.5 hours
Activity
1 | Activity 2 | Activity
3 | Activity 4 | Activity
5 | Activity 6 | Activity
7
Unit Description
In this unit,
students explore the main questions, concepts, and theories of metaphysics.
Metaphysics is generally concerned with defining the ultimate constituents of
reality and how we perceive them. The world appears to be structured by space
and time. It is proliferated by matter and minds, things and their properties.
We understand ourselves and our relationships to others and things by means of
abstract concepts, such as causation, necessity, creation, and destruction.
However, the age-old metaphysical dilemma remains when we investigate reality:
are we discovering the underlying structures of existence or merely reflecting
on how we represent the world within our minds? Beyond an examination of the
basic concepts of metaphysics, an investigation into historical approaches to
metaphysical questions is essential. How did science offer an alternative to
mythological explanations of reality? How did Plato and Aristotle explain the
meaning of life? How did perceptions of reality change from the Medieval to the
Modern period? Are there fundamental differences between Eastern and Western
approaches to metaphysics? How do virtual reality and hyper-reality affect the
post-Modern experience? Throughout this unit, students evaluate classic texts,
philosophers, and schools of philosophy to formulate their own opinions and to
demonstrate the applicability of metaphysical thought to everyday life.
|
Activity/ Time |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
MEV.01, MEV.03,
MEV.04, ME1.01, ME1.03, ME 1.05, ISV.01, ISV.03, IS3.01 |
Knowledge/
Understanding Thinking/Inquiry Application |
Introduction to
Philosophy and Metaphysics – defining metaphysics and evaluating its
relevance to everyday life |
|
2 |
MEV.01, MEV.02,
ISV.02, ME1.03, ME1.04, IS1.03, IS2.03 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Ancient Concepts
of Reality – from supernaturalism to hylomorphism |
|
3 |
ISV.02, ME1.02,
ME1.04, IS2.01, IS2.02 |
Knowledge/
Understanding Thinking/Inquiry Application |
A Socio-cultural
View of Reality – from medieval faith to enlightenment reason |
|
4 |
MEV.02, ISV.02,
ME1.01, IS1.03, IS2.01, IS2.03, IS3.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
The Search for
Ultimate Answers – from the romantic transcendental to the post-modern
hyper-real |
|
5 |
MEV.01, ISV.02,
ME1.01, ME1.02, IS2.01, IS2.02 |
Knowledge/
Understanding Thinking/Inquiry Communication |
Eastern Approaches
to a Unified Reality |
|
6 |
MEV.02, ISV.02,
ME1.02, ME1.03, IS1.03, IS2.02, IS3.01 |
Knowledge/
Understanding Thinking/Inquiry Communication |
The Spiritual
Dimensions of Reality – the question of God and free will |
|
7 |
MEV.01, MEV.02, MEV.03, ISV.01, ISV.03, ISV.04, ISV.05, ME1.01,
ME1.02, ME1.03, ME1.04, IS1.02, IS1.03, IS2.01, IS2.02, IS2.03, IS3.01,
IS3.02 |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Unit Culminating Activity – A Metaphysical Web Quest |
Unit 1 has been
designed to introduce Grade 12 students to the study of philosophy, facilitated
by an introductory activity in which students are introduced to philosophy and
its modes of thought. The unit combines this cursory overview of philosophy
with a more detailed investigation of major metaphysical concepts, issues, and
questions, with the goal of providing students with opportunities to apply
their burgeoning philosophical mindsets to a founding branch of philosophy.
Students complete a number of pieces of work, ranging from written reflections
to oral presentations. Each activity targets one or more areas of the
Achievement Chart for evaluation purposes; the teacher chooses the area to
receive emphasis. Students must complete each task; they are provided with
formative assessment on each piece once it is completed. After completion,
students place their work in a portfolio. At the unit’s close, students select
their best four pieces of work (at the teacher’s discretion), ensuring that all
four categories of the Achievement Chart are represented. The four pieces
demonstrate students’ most consistent work. The teacher may allow a brief
period at the end of the unit for students to revise work before it is
resubmitted.
Time: 5 hours
Philosophy is unique
among academic disciplines in terms of the range and scope of critical and
investigative thinking it asks students to engage in. The first activity
accomplishes several interrelated purposes. First, it provides a brief
introduction to some of the central aspects of philosophy and its requisite
skills. Second, it promotes student/student and student/teacher dialogue and a
dialectical process, encouraging students to see philosophy as a communal
activity. Third, students connect larger philosophical questions and concepts
to their personal lives. Fourth, it provides students with a preliminary
opportunity to inquire into the nature of metaphysics. Fifth, students are
introduced to the unit culminating activity. By the end of this activity,
students have been exposed to some of the key figures and concepts of
philosophy and the areas of inquiry they will engage in throughout the course,
and they have delineated some of the rudimentary aspects of metaphysics and its
relevance to everyday life.
Strand(s): Metaphysics, Research and Inquiry Skills
Overall
Expectations
MEV.01 - summarize
the main questions, concepts, and theories of metaphysics;
MEV.03 - demonstrate
the relevance of metaphysical questions and theories to everyday life;
MEV.04 - illustrate
how metaphysical theories are presupposed in other subjects;
ISV.01 - correctly
use the terminology of philosophy;
ISV.03 - demonstrate
an understanding of the unique character of philosophical questions.
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?);
ME1.03 - 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;
ME1.05 - 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;
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.
Students have
completed the required prerequisite course and fully understand the
expectations of a University Preparation course.
·
Create a
diagnostic questionnaire for students to outline their preconceptions of a
philosophy course. Questions include a definition of philosophy, ideas about
the central questions/concerns of philosophy, names and ideas of philosophers
students are familiar with, the ways in which students believe philosophy is
connected to their everyday lives, and the view of philosophy held by those who
have been traditionally considered anti-philosophy, e.g., business people,
people in the sciences, etc.
·
Prepare a variety
of definitions of philosophy from different sources on a handout or overhead.
·
Prepare
handouts/overhead of different areas or schools of philosophy and a question or
issue for each as an example for student discussion.
·
Obtain a copy of
a worldview, such as Robert Solomon’s Eight
Big Questions.
·
Prepare a handout
that outlines the basic rules of formal and informal debate and logical
argumentation. Students should be briefly introduced to fundamental logical
rules, such as Aristotle’s Three Laws of
Thought, and they should be made aware of Formal and Informal Fallacies.
The outline should include the ground rules for class discussion, especially
about sensitive topics and issues.
·
Prepare a rubric
for the culminating activity.
·
Allot time to
work on the culminating activity throughout the unit.
·
Schedule time to
research using computers with Internet access.
1. Students complete the diagnostic
questionnaire and then share and discuss their responses with other students in
a small-group setting. They focus their discussion on commonalities and
differences. Ask them to see how much of a consensus they can arrive at
concerning a definition, core questions/ concerns, connections to everyday
existence, and the anti-philosophical view. Students from each group list their
answers on chart paper or the board and present/discuss their findings with the
class.
2. The first discussion centres on the
definition of philosophy. Compare student definitions with a variety of
definitions from philosophy resources. Eventually, have students consider the
literal Greek definition (“love of wisdom”). Pose the following questions: Is
it possible for one to be wise without love, or to love without wisdom? What is
wisdom and how does it differ from knowledge, belief, or ideology? What roles
do the senses, reason, and intuition play in our knowledge of what is real?
3. Refer
to the areas or schools of philosophy. Discuss student responses to the
concerns of philosophy and introduce them to the basic areas of philosophical
inquiry that are studied in this course: Metaphysics, Epistemology, Logic and
the Philosophy of Science, Social and Political Philosophy, Ethics, and
Aesthetics.
4. In small groups, students brainstorm how
these areas of inquiry can relate to the everyday problems and issues they
listed. Students list the relevance of each area on the board and discuss it as
a class.
5. Introduce students to the concept of
worldview (“Weltanschauung”) through Robert Solomon’s Eight Big Questions or another method. Responding to Solomon’s or
teacher-generated questions allows students to see the relationship between
personal beliefs and worldview.
6. Introduce students to the history of the
study of metaphysics by connecting it to the responses in Strategy 5. Students
look at the etymology of the actual word and briefly examine the basic nature
of metaphysical questions.
7. To wrap up this introductory activity and as
a precursor to the unit culminating activity (see Appendix A – Metaphysics Web
Quest), students use computers to complete web searches on some or all of the
areas of philosophy and related philosophers. After completing this task,
students write short personal essays on the area of philosophy and the
philosopher whom they find most relevant to their personal lives.
Internet
Episteme
Links: Philosophy Resources on the Internet – www.epistemelinks.com
Erratic
Impact: Philosophy Research Base – www.erraticimpact.com/default.htm
Guide to
Philosophy on the Internet – www.earlham.edu/~peters/philinks.htm
Meta-Encyclopedia
of Philosophy – www.ditext.com/encyc/frame.html
The Oxford
Companion to Philosophy – www.xrefer.com
Philosophy Class:
Metaphysics – www.philosophyclass.com/metaphysics.htm
Print
Mautner,
Thomas, ed. The Penguin Dictionary of
Philosophy. London: Penguin, 1997.
Rée,
Jonathan, and J.O. Urmson, eds. The
Concise Encyclopedia of Western Philosophy and Philosophers. New ed.,
completely rev. London; Boston: Unwin Hyman, 1989.
Solomon,
Robert C. The Big Questions: A Short
Introduction to Philosophy, 5th
ed. Fort Worth: Harcourt Brace, 1998.
Taylor, Richard. Metaphysics, 4th ed. Englewood Cliffs, NJ: Prentice Hall, 1992.
Time: 5 hours
Students examine
four fundamental, ancient approaches to understanding reality; in doing so,
they begin to gain an understanding of the ancient Greek worldview while
familiarizing themselves with some of the key philosophers of the classical
Greek tradition. By doing research and brief, informal presentations, students
share ideas and materials. The information is later synthesized in a short
written report.
Strand(s): Metaphysics, Research and Inquiry Skills
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;
ISV.02 - identify
the main areas of philosophy, and analyse philosophical arguments within them.
Specific
Expectations
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;
IS1.03 - apply
logical and critical thinking skills to evaluate or defend positions in
philosophical writings;
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.
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.
Students review the
information gathered in the previous activity.
·
Research and
create a set of point-form outlines of the four ancient concepts of reality (supernaturalism,
naturalism, idealism, hylomorphism). As a starting point for supernaturalism,
refer to creation myths or reference books on mythology or Sophie’s World (pp. 21-27). For naturalism, refer to Sophie’s World (pp. 30-40). For
idealism, refer to Plato’s theory of forms as discussed in “The Allegory of the
Cave” (The Republic), the Phaedo, or Sophie’s World (pp. 82-92). For hylomorphism, refer to Aristotle’s Physics or Sophie’s World (pp. 105-114). Alternate references are listed in
Resources.
·
Prepare
photocopied sets of the point-form notes and place them in the four corners of
your classroom. Because you will not know at the beginning of the lesson how
many copies of each set you will need, be prepared with extra copies. You may
also want to have a plan for rearranging the desks in the classroom for this
four-corner activity.
·
Prepare a rubric
for the evaluation of the presentation.
·
Schedule time in
the library/resource centre.
1. Review the various metaphysical questions
discussed in the previous lesson and explain to the class that they will now be
examining four major ancient theories of reality.
2. Introduce students to James Christian’s four
steps of philosophical analysis or a similar model.
3. Ask students whether they believe the
ultimate constituents of reality to be primarily spiritual, physical, ideas, or
a combination of ideas and matter. Then ask students to move to the stations
that correspond to their choice: spiritual goes with supernaturalism; physical with naturalism;
ideas with idealism; and a
combination with hylomorphism.
Students examine the materials at their station for a few minutes. Each student
should take a copy of the handout to place in his/her notebook.
4. Briefly explain each theory to the class.
5. Give students at each station a brief period
to create a defence of their view, and then have them collectively defend their
beliefs to the rest of the class.
6. Students conduct research for one period at a
library/resource centre on their topic.
7. Students present, either individually or in
small groups, their theory of reality to the class in a creative manner that
engages at least three learning intelligences. For example, students may choose
to dramatize Plato’s “Allegory of the Cave”, or conduct a science experiment to
illustrate an atomistic theory, or create a children’s picture book to explain
a creation myth.
8. Students complete short written reflections
on the merits of their theory of reality.
Students are
assessed formatively on their contributions to the group presentation and
through their written reflections. Assess students’ notes to ensure they
understand the key points.
Encourage students
to make notes on other theories throughout this activity. The teacher should
reinforce these concepts with an outline on the board or overhead. If
necessary, provide a note-taking chart or some form of organizer to students
who have difficulty taking notes during the research phase.
Internet
Catholic
Encyclopedia – www.newadvent.org/cathen
Internet
Encyclopedia of Philosophy – www.utm.edu/research/iep
Metaphysics
Course Resource Page – www.transy.edu/homepages/philosophy/metaphysics.html
The Oxford
Companion to Philosophy – www.xrefer.com
Varieties of
Philosophical Analysis – www.rbjones.com/rbjpub/philos/history/his003.htm
Print
Bedau, Hugo
Adam. Thinking and Writing about
Philosophy. Boston: Bedford Books of St. Martin's Press, 1996.
Christian,
James L. Philosophy: An Introduction to
the Art of Wondering, 2nd ed. New York: Holt, Rinehart and Winston, 1977.
Gaarder,
Jostein. Sophie’s World. Trans.
Paulette Moller. Toronto: Penguin, 1996.
Parkinson, G.H.R.,
ed. The Handbook of Western Philosophy.
New York: Macmillan, 1988.
Time: 5 hours
Students examine the
way in which social and cultural beliefs influence perceptions of what is real
during four historical periods: the Middle Ages, the Renaissance, the Early
Modern Age, and the Enlightenment. After a comparative analysis of these
epochs, students debate whether monism or dualism provides a more coherent
explanation of ultimate reality.
Strand(s): Metaphysics, Research and Inquiry Skills
Overall
Expectations
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;
ISV.02 - identify
the main areas of philosophy, and analyse philosophical arguments within them.
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;
IS1.03 - apply
logical and critical thinking skills to evaluate or defend positions in
philosophical writings;
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).
Students review the
information gathered in the previous activity.
·
Prepare rubrics
for the evaluation of students’ individual research and for the class debate.
·
Obtain the video,
The Day the Universe Changed, and
select a suitable clip.
·
Prepare for
Strategy 4 by creating an overhead with suitable topics and suggestions.
·
Schedule time in
the library/resource centre.
1. Review the ancient theories of reality
discussed in the last activity.
2. Ask students whether they believe that
society and culture influence one’s perception of reality. Why? Why not? Have
them do a think/pair/share on examples of socio-cultural influence. List
examples on the board.
3. Show a clip from the James Burke video, The Day the Universe Changed (Episode 1),
which illustrates socio-cultural influences on perceptions of reality.
4. Divide students up into smaller groups and
have them do research on the relationship between socio-cultural beliefs and
the philosophy of reality from the Medieval period to the Enlightenment.
Suggested groupings of philosophers are:
|
Medieval |
Renaissance |
Renaissance |
Early Modern |
Early Modern |
Enlightenment |
|
St. Augustine |
Bacon |
Copernicus |
Descartes |
Locke |
Kant |
|
St. Anselm |
Montaigne |
Kepler |
Spinoza |
Berkeley |
Rousseau |
|
St. Thomas Aquinas |
Hobbes |
Galileo |
Leibniz |
Hume |
Voltaire |
5. Students spend one period in the
library/resource centre doing research.
6. Students present their findings to the class.
7. Ask students if they personally believe in monism
or dualism. Can reality be reduced to one element (idea or material) or does it
have a dual nature (both material and immaterial)?
8. The class debates the ultimate nature of
reality (monism vs. dualism).
Students are
assessed formatively on their research notes and on their participation in the
group presentations and debate.
Print
McGreal, Ian P., ed.
Great Thinkers of the Western World.
New York: Harper Collins, 1992.
Time: 5 hours
This lesson builds
on the two previous activities by examining various philosophers’ views on
reality, from Romantic transcendentalism to the post-Modern hyper-real. Using a
jigsaw approach, students read and analyse a primary source and share this
information with a group of students. Students use a graphic organizer to
record the shared information.
Strand(s): Metaphysics, Research and Inquiry Skills
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;
ISV.02 - identify
the main areas of philosophy, and analyse philosophical arguments within them.
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;
IS1.03 - apply
logical and critical thinking skills to evaluate or defend positions in
philosophical writings;
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);
IS2.03 - describe
the ways in which the ideas of philosophers have influenced subsequent
philosophers;
IS3.01 - clearly
explain their own views in philosophical discussions in class and in other
types of exchanges (e.g., electronic, intra- and inter-school) with peers.
Students have
studied a variety of philosophers’ ideas on reality in the two previous
lessons. They have experience reading primary sources and evaluating
philosophical arguments.
·
Locate and
photocopy primary source readings on reality (Romanticism, Modernism,
Existentialism, and post-Modernism).
·
Create and
photocopy a graphic organizer.
1. Students are put into groups of four for a
jigsaw assignment. These groups are their Home Groups. Students in the Home
Group number off from one to four. All of the one’s form a group, all of the
two’s form a group, etc. These groups are referred to as their Expert Groups.
2. In their Expert Groups, students are assigned
a primary source document written by a philosopher in a specific time period.
The one’s should receive a source that conveys the ideas espoused by Romanticism,
the two’s Modernism, the three’s Existentialism, and the four’s post-Modernism.
In their expert groups, students read the source, locate the main arguments,
analyse the validity of the arguments, and find an interesting quotation that
will initiate discussion. It is essential that all group members understand the
reading as they must explain it to their Home Groups. Students spend one period
in their Expert Groups.
3. Once all of the Expert Groups have analysed
their readings, students return to their Home Groups. Each member of the Home
Groups presents the main arguments of the reading, discusses the analysis of
the validity of the argument, and provides a quotation to initiate a discussion
based on the primary source. The student expert facilitates the discussion.
Each primary source analysis is given thirty minutes.
4. To clarify any misunderstandings, a general
class discussion occurs after all of the members of the groups have presented.
5. Students complete a graphic organizer to
summarize the time periods and the various philosophers’ views on reality.
The teacher acts as
a facilitator while students work in their groups. Student comprehension is
formatively assessed at this time. To ensure that all students have reached the
desired level of understanding, the teacher assesses the graphic organizer.
Peer and self-assessment should also be used.
Students may be
placed in mixed-ability groups to assist students who experience difficulty in
reading extended passages. Secondary sources may also be provided.
Internet
The Oxford
Companion to Philosophy – www.xrefer.com
Philosophy
Pages – www.philosophypages.com/index.htm
19th Century Logic
between Philosophy and Mathematics – www.phil.uni-erlangen.de/~p1phil/personen/peckhaus/texte/logic_phil_math.html
Print
Eichoefer,
G. Enduring Issues in Philosophy. San
Diego: Greenhaven Press, 1995.
Honderich,
Ted, ed. The Oxford Companion to
Philosophy. New York: The Oxford University Press, 1995. ISBN 0-19-866132-0
Kenny,
Anthony. A Brief History of Western
Philosophy. Massachusetts: Blackwell, 1998.
ISBN 0-631-20132-7
Velasquez,
Manuel. Philosophy: A Text with Readings.
Belmont: Wadsworth, 1999.
ISBN 0-534-55211-0
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
Time: 3.5 hours
After engaging in a lesson
on the Eastern philosophy of a unified reality, students use the
library/resource centre to research Hinduism, Buddhism, and Taoism. Students
use the information to create a mind map.
Strand(s): Metaphysics, Research and Inquiry Skills
Overall
Expectations
MEV.01 - summarize
the main questions, concepts, and theories of metaphysics;
ISV.02 - identify
the main areas of philosophy, and analyse philosophical arguments within them.
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;
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).
Students have a
strong knowledge base of the questions and theories of reality from a Western
perspective. They have used the library/resource centre and the Internet for
philosophy research.
·
Prepare a
Socratic lesson on the Eastern philosophy of a unified reality.
·
Schedule time in
the library/resource centre and provide computers with Internet access. Ensure
that there is material on Eastern philosophy and bookmark relevant websites.
·
Obtain examples
of mind maps.
·
Create a rubric
for the mind map.
1. Deliver a Socratic lesson that outlines the
main differences between the Western and Eastern conceptions of reality.
Students record the information in chart form.
2. Students are given time in the
library/resource centre to research Hinduism, Buddhism, and Taoism. They record
their information in point-form notes.
3. After completing their research, students
begin their mind map. Show an example of a mind map and explain the evaluation
rubric. A mind map is a diagram that many people use to organize their thoughts
and to summarize information on a specific topic. In the centre of a blank
piece of paper, students write the topic: Eastern approach to a unified
reality. Hinduism, Buddhism, and Taoism, the main topics, should extend out
from the centre and branch into related general concepts, which are further
divided into more specific concepts. Specific details can be elaborated on by
using examples. Symbols, drawings, and colour can be used to enhance the mind
map. The computer program Inspirations
may be used (see Resources).
4. Students share and compare their mind maps.
The teacher should
act as a facilitator while students are researching. Oral questioning should
occur to ensure comprehension. Students’ mind maps are evaluated by the teacher
using a rubric.
A template for the
mind map can be provided for students who have organizational difficulties.
Internet
Buddha and
Buddhism – www.san.beck.org/EC9-Buddha.html
Buddhism
(mainly concerning the Theravada tradition) –
www.religioustolerance.org/buddhism.htm
Chad
Hansen’s Chinese Philosophy Pages – www.hku.hk/philodep/ch
Encyclopedia
of Indian Philosophies – http://faculty.washington.edu/kpotter
Indian
Philosophy Page – www.philo.demon.co.uk/Darshana.htm
The
Philosophy of the Original Taoism Lao Tzu has Professed – www.tao-ism.com
Taoism Information
Page – www.clas.ufl.edu/users/gthursby/taoism
Print
Billington,
Ray. Understanding Eastern Philosophy.
New York: Routledge, 1997. ISBN 0-415-12965-6
Brannigan,
Michael. The Pulse of Wisdom: The
Philosophies of India, China, And Japan. Belmont, CA: Wadsworth Publishing
Co., 1995.
Collinson,
Diane. Fifty Eastern Thinkers.
London; New York: Routledge, 2000.
Kessler,
Gary. Voices of Wisdom: A Multicultural
Philosophy Reader. Belmont: Wadsworth, 2001.
ISBN 0-534-53572-0
Kupperman, Joel. Learning from Asian Philosophy: A Guide to the Essential Texts.
Oxford: Oxford University Press, 1999.
Kupperman, Joel. Classic Asian Philosophy: A Guide to the
Essential Texts. Oxford: Oxford University Press, 2001.
Software
Inspirations (www.inspiration.com)
Time: 6.5 hours
This activity involves
two main questions: Can the existence of a supreme being be proven? and Do we
have free will? Students initially contemplate the first question through a
four-corners exercise. Students are placed in groups of six where they each
read a different philosopher’s position on the question. The groups of six then
engage in a formal debate on the issue, with each person presenting the
argument of the philosopher that he/she has studied. The class first
contemplates the issue of free will versus determinism through a scenario
presented by the teacher. A variety of sources is used to create a dialogue
that illustrates the issue. The teacher formally evaluates the debate and the
dialogue.
Strand(s): Metaphysics, Research and Inquiry Skills
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;
ISV.02 - identify
the main areas of philosophy, and analyse philosophical arguments within them.
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;
IS1.03 - apply
logical and critical thinking skills to evaluate or defend positions in
philosophical writings;
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);
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.
Students have
engaged in philosophical discussions and have learned to formulate a logical
argument.
Activity 1
·
Put the quotation
regarding the possibility of proving the existence of God on the board.
·
Create signs for
the four corners of the room (strongly agree, agree, disagree, strongly
disagree).
·
Obtain chart
paper, markers, and primary and secondary source readings on the existence of
God.
·
Create a handout
on the structure, rules, and etiquette of debating.
·
Create a rubric
for the debate.
Activity 2
·
Obtain primary
and secondary source readings on free will and determinism.
·
Create a rubric
for the dialogue.
Activity 1
1. Before students enter the room, put the
following quotation on the board: “The existence of a supreme being or creator
(God) can be proven.”
2. The quotation is read aloud and students are
given a few minutes to contemplate its meaning and truth in a think/pair/share.
3. Lead a four-corners exercise based on the
quotation. Each corner of the room has a specific designation: strongly agree,
agree, disagree, or strongly disagree. After contemplating the quotation, students
move to the corner that corresponds with their position. When all students have
moved to a corner, each of the four groups receives chart paper and markers. As
a cohesive group, students record the reasons for their position. Each group
selects a spokesperson to convey its opinion to the class. Emphasize the
importance of listening to the spokesperson without interrupting. A general
class discussion may occur after all groups have presented. At this point,
students who have changed their minds may move to a different corner. The chart
papers are posted on the wall. Encourage students to watch for fallacies in
reasoning as the groups explain their positions.
4. Students are put into groups of six. Each
group is subdivided into two groups of three. Each group member is assigned a
primary source reading based on one philosopher’s position on the issue of the
ability to prove the existence of God. The chart below lists possible
philosophers:
|
The existence of God can be proven |
The existence of God cannot be proven |
|
William Paley: The
Argument from Design |
David Hume:
Dialogues Concerning Natural Religion |
|
St. Thomas
Aquinas: The Cosmological Argument |
Sigmund Freud: The
Future of an Illusion |
|
St. Anselm: The
Ontological Argument |
J. L. Mackie: The
Problem of Evil |
5. Students engage in a formal debate using the
statement: “The existence of a supreme being or creator (God) can be logically
proven.” To prepare for the debate, each student reads his/her assigned reading
and highlights the relevant arguments. Each student creates a three-minute
speech based on the arguments of the philosopher. Emphasize that students are
not arguing their personal beliefs and that it is their objective to convey the
arguments of their philosopher as accurately as possible. The rules and
etiquette of debating are given to students. Explain the evaluation rubric to
students before they prepare for their debate. All students should record main
points made in the debate in their notes.
Activity 2
1. Present
the following scenario to the class: You
are on your way to write your final math exam and your friend greets you in the
hallway. He tells you that he has obtained a copy of the exam and the correct
answers. He offers them to you. You have your heart set on going to a specific
university and you know that you need to do well on this exam to get into the
program. Your parents also have high expectations. What do you do? Is your
decision influenced in any way? Is your choice totally free? Give students
a few minutes to ponder the questions and then facilitate a class discussion.
2. Follow the discussion with a few more
generalized questions, such as: Do we have the freedom to control our own
actions? Are we constrained by force, pressure, or feelings? Outline the
central issue of the free will versus determinism dilemma.
3. As a class, students read a variety of
sources on the free will versus determinism debate. See the chart for
suggestions.
|
Free Will |
Determinism |
|
William James |
B.F. Skinner |
|
Jean-Paul Sartre |
Sigmund Freud |
|
Albert Ellis |
Thomas Hobbes |
4. In pairs, students write and present a
dialogue that illustrates the conflicting arguments for free will and
determinism.
During the class
discussions, formatively assess students’ understanding of the topic. If there
are students who do not seem to have a clear understanding of the issue,
explain the topic in more detail. The teacher should act as a facilitator while
students are preparing for their debates and writing their dialogues. Oral questioning
should occur to ensure comprehension. The debate and dialogue are formally
assessed by the teacher using a rubric.
In addition to the
primary sources, secondary sources should be available to students who are
experiencing difficulties. Provide opportunity for peer response throughout the
processes of the creation of the debate and the writing of the dialogue.
Internet
After
Compatibilism and Incompatibilism –
www.ucl.ac.uk/~uctytho/dfwVariousHonderichAfter.html
Anselm of Canterbury
(1033-1109) – www.utm.edu/research/iep/a/anselm.htm
Aquinas:
Stating the Cosmological Argument –
www-phil.tamu.edu/~gary/intro/cosmoarg_1.html
The
Behaviourism of B.F. Skinner – www.fni.com/cim/briefing/behave.html
David Hume
(1711-1776) Writings on Religion – www.utm.edu/research/iep/h/humereli.htm
William
Paley’s Natural Theology (1800) (excerpts) –
www.phil.tamu.edu/~gary/intro/paper.paley.html
Free Will or
Determinism: A Conundrum? – http://spot.colorado.edu/~dubin/talks/fw.pdf
Freud and
Religion – www.freud.org.uk/religion.html
Immanuel
Kant – www.ucl.ac.uk/~uctytho/dfwVariousKant.htm
The Problem
of Evil – http://ucsub.colorado.edu/~robertme/10-31-01.htm
UC Davis Philosophy
22 Lecture Notes on Hobbes – www.philosophy.ucdavis.edu/phi022/hoblec.htm
Print
Eichoefer, G. Enduring Issues in Philosophy. San Diego: Greehaven Press, 1995.
Honderich,
Ted. The Philosophers: Introducing Great
Western Thinkers. Oxford: Oxford University Press, 1999.
Kessler,
Gary. Voices of Wisdom: A Multicultural
Reader. Belmont: Wadsworth, 2000.
ISBN 0-534-53572-0
Scruton,
Roger. From Descartes to Wittgenstein: A
Short History of Modern Philosophy. London: Routledge & Kegan Paul,
1981.
Warburton,
Nigel. Philosophy: The Basics.
London: Routledge, 1992.
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
Time: 5.5 hours
In this web-based
activity, students work in groups of three to complete a Web Quest on
metaphysics. They take on the roles of editors for the metaphysics chapter of
an introductory electronic textbook on philosophy. As editors, they are
responsible for materials on three main aspects of metaphysics: Ontology,
Theology, and Philosophy of Person or Self. Individually, students provide the
readers of the textbook with a brief definition/explanation (50-100 words) of
the area of metaphysics they are concentrating on, two or three primary-source
readings, and a short (600-800 words) essay in which each editor summarizes and
evaluates the philosophical importance of each aspect of metaphysics. In the
course of preparing the material, each editor completes at least one
substantial note-taking chart and keeps track of all visited websites. At the
end of the Web Quest, the chapter is published to the web so others can see
what the partnership has come up with. The teacher tracks and assesses progress
on the Web Quest and formally evaluates the outcome.
Strand(s): Metaphysics, Research and Inquiry Skills
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;
ISV.01 - correctly
use the terminology of philosophy
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
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;
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;
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;
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.
Students have gained
fundamental skills in philosophical thinking over the course of the unit. As
well, students employ their computer and/or broad-based technology skills and
should be familiar with school and board policies concerning Internet use.
Students call upon note-taking and essay-writing skills they have learned in
English, History, and other subject areas.
·
Arrange access to
computers with Internet connections.
·
Do preliminary
research on Web Quests. (See Resources.) Prepare a handout to explain a Web
Quest and its goals as they relate to Philosophy. (See Appendix A – Metaphysics
Web Quest.)
·
Check into web servers
for posting the Web Quest and for posting students’ finished chapters.
·
Prepare a
note-taking chart for students to use during the Web Quest.
·
Prepare rubrics
for evaluating the Web Quest process, the expository essay, and the websites
the partnerships create to post their chapters.
·
Decide to create
the partnerships or to allow students to form their own partnerships.
1. Introduce the concept of the
Web Quest. Ideally, the introduction takes place with students at computers so
that they can view sample Web Quests.
2. Introduce the Metaphysics Web Quest and go
over the elements of the assignment. Students are provided with the note-taking
framework and rubrics for the assignment.
3. Arrange for partnerships and set ground rules
for working together and individual responsibilities. Remind students about
Internet usage policies within the school and board.
4. Set timelines for completion of the Web
Quest, and inform students of how their progress is tracked.
During the process
of the Web Quest, assess students’ progress in taking notes and visiting the
different websites. For students who do not seem to be keeping up, the teacher
reinforces the necessity of following the assigned schedule. If there are any
students who are having trouble with Internet access, the teacher assists in
arranging access. The teacher acts as a facilitator while students prepare
their chapters and write their expository essays. Using a rubric, the teacher assesses
the note taking, essay, and completed chapter.
Arrangements must be
made for any students who may have impairments that make it difficult for them
to access the Internet inside the school. It may also be necessary to
supplement the existing sites with others that provide a more varied and/or
appropriate level of reading. It may be helpful for students to be partnered
with students who have strong computer skills.
Internet
The Web
Quest Page – http://webquest.sdsu.edu/webquest.html
Ozline.com –
www.ozline.com/learning/
Kathy
Schrock’s Guide for Educators: Web Quest
– http://school.discovery.com/schrockguide/webquest/webquest.html
Appendix A –
Metaphysics Web Quest
Introduction
Most philosophers
consider metaphysics to be the cornerstone and foundation of the philosophical
enterprise. From its indirect beginnings before Socrates, metaphysical
investigations have centred on examining the nature, constitution, and
structure of reality. Even though the term “meta-physics” came about somewhat
by accident, as the earliest editors of Aristotle’s writings chose to title the
text that came after (“meta” in ancient Greek) The Physics as precisely that,
The Metaphysics <http://eserver.org/philosophy/aristotle/metaphysics.txt>,
the term also nicely coincides with the more contemporary meaning of the
prefix, which according to Webster’s Dictionary means “more comprehensive:
transcending – used with the name of a discipline to designate a new but
related discipline designed to deal critically with the original one”.
In its traditional
manifestation, metaphysics is almost identical to ontology
<http://ontology.buffalo.edu/>, or the study of being as such. Later,
Theology <http://mb-soft.com/believe/txn/theology.htm>, that is the study
of the nature and existence of God, became central to metaphysics. With the
advent of modern philosophy, metaphysics has come to encompass the philosophy
of mind <http://www.artsci.wustl.edu/~philos/MindDict/philosophyofmind.html
> or self, which explores issues including the mind-body dilemma, free will
and determinism, and personal identity. Metaphysics is a vast and complex
field, but it may be roughly reduced into the following aspects: an
investigation into what really is (exists); the philosophical substantiation of
what reality is, as opposed to mere appearance; the study of the world and
universe in their entirety; and a theory of fundamental and foundational
principles. Thus, metaphysics concerns ideas and principles that posit a
reality outside of human sense perception and strict scientific investigation.
Because metaphysics refers to the study of what is beyond our senses, it cannot
be explored through traditional scientific or empirical avenues. Metaphysics
takes us into a realm beyond our everyday lives as it explores and attempts to
explain a realm of reality that exists beyond the physical world that is
knowable through our senses. In this way, metaphysics relies on subjective,
human understandings, rather than any objective measurement or perception of
the physical or material world.
Over the last 2500 years,
from the Pre-Socratics to the post-Modernists, metaphysics and the debates it
has given rise to have been at the centre of many of the “big questions” in
philosophy:
·
Why is there
something rather than nothing?
·
What is the
nature of the universe, of substance, causality, etc.?
·
What is the
structure, if any, of the universe?
·
What is real and
what is merely appearance?
·
Are there
possible worlds?
·
Do they exist?
·
What is the
nature of the human mind?
·
Is there free
will?
·
Was the universe
created or has it always existed?
·
Is the universe
absurd or rational?
·
What is space? Is
it a container that things sit in, or is it a relation between things?
·
What is time?
·
Can there be a
stretch of time during which nothing occurs?
·
Does the future
exist?
·
Does the past
exist?
·
Does God exist,
and if so, what is the nature of God?
·
Are there
spiritual beings?
·
Is there life
after death?
·
Do souls exist?
The Task
Working in
partnerships of three, your task in this Web Quest is to act as the editors for
the Metaphysics chapter of a forthcoming introductory electronic textbook on
Philosophy. In the Metaphysics chapter, you are responsible for the materials
on the three main aspects of Metaphysics: Ontology, Theology, and Philosophy of
Mind or Self. Individually, you provide the readers of the textbook with a
brief definition/explanation (50–100 words) of your key term, two or three
primary source readings, and a short essay (600–800 words) in which you
summarize and evaluate the relative philosophical importance of each aspect of
metaphysics. In the course of preparing this material, you complete at least
one substantial note-taking chart, and keep track of all websites you visit. At
the end of the Web Quest, your chapter of the textbook is published to the web
so others can see what you have created.
The Process
As the Ontology Editor, you are charged with
doing the following:
Go to the definition
of “ontology” <http://www.xrefer.com/entry.jsp?xrefid=553052&secid=.-)
at The Oxford Companion to Philosophy and summarize this entry in your
own words to serve as an introduction to your part of the chapter.
Visit the sites
listed below, and use the information you find to create a chart that compares
the main aspects of Idealism, Materialism, and Dualism:
Ontology Overview 1 – www–phil.tamu.edu/~sdaniel/Notes/dualism.html
Ontology Overview 2 – www.newadvent.org/cathen/11258a.htm
Dualism Reading 1 – www.classroomextension.com/primers/philosophy/metaphysics.htm
Dualism Reading 2 – http://skepdic.com/dualism.html
Dualism Reading 3 – www.swif.uniba.it/lei/foldop/foldoc.cgi?dualism
Idealism Reading 1 – www.xrefer.com/entry/552363
Idealism Reading 2 – http://faculty.virginia.edu/consciousness/new_page_4.htm
Idealism Reading 3 – www.encyclopedia.com/html/i/idealism.asp
Idealism Reading 4 – www.bartleby.com/65/id/idealism.html
Materialism Reading 1 – www.artsci.wustl.edu/~philos/MindDict/materialism.html
Materialism Reading 2 – http://zebu.uoregon.edu/~js/glossary/materialism.html
Materialism Reading 3 – http://faculty.virginia.edu/consciousness/new_page_4.htm
Now that your chart is completed, use the information to write a 600- to
800-word expository essay summarizing the main facets of each ontological
approach.
As the Theology Editor, you are charged with
doing the following:
Go to the definition
of “theology” < http://www.xrefer.com/entry.jsp?xrefid=552183> at The
Oxford Companion to Philosophy and summarize this entry in your own words
to serve as an introduction to your part of the chapter.
Visit the sites
listed below, and use the information you find to create a chart that compares
the main aspects of the eight arguments for and against the existence of God:
Ontological Argument 1 – http://plato.stanford.edu/entries/ontological–arguments/
Ontological Argument 2 – www.utm.edu/research/iep/o/ont–arg.htm
Cosmological Argument 1 – www.la.utexas.edu/phl356/lec2.html
Cosmological Argument 2 – www–phil.tamu.edu/~gary/intro/cosmoarg_1.html
Argument from Design 1 – http://skepdic.com/design.html
Argument from Design 2 – www.princeton.edu/~grosen/puc/phi203/design.html
Irrational Faith/Mysticism 1 – www.clas.ufl.edu/users/gthursby/mys/define.htm
Irrational Faith/Mysticism 2 – www.nd.edu/Departments/Maritain/etext/mystic01.htm
Moral Argument/Problem of Evil 1 – www.ccel.org/o/orr/view/lecture3pg3.html
Moral Argument 2 – www.kcmetro.cc.mo.us/longview/SocSci/Philosophy/religion/evil.htm
Pantheism 1 – http://plato.stanford.edu/entries/pantheism/
Pantheism 2 – www.wku.edu/~garreje/pwhat
Agnosticism 1 – http://mb–soft.com/believe/txn/agnostic.htm
Agnosticism 2 – http://65.107.211.206/religion/agnos.html
Atheism 1 – http://pespmc1.vub.ac.be/ATHEISM.html
Atheism 2 – www.xrefer.com/entry.jsp?xrefid=551345&secid=.-&hh=1
Now that your chart is completed, use the information to write a 600- to 800-word expository essay summarizing the main facets of each ontological approach.
As the Personhood Editor, you are charged with
doing the following:
Go to the definition
of “person” <
http://www.xrefer.com/entry.jsp?xrefid=553123&secid=.-&hh=1> at The
Oxford Companion to Philosophy and summarize this entry in your own words
to serve as an introduction to your part of the chapter.
Mind–Body Problem 1 – http://artsci.wustl.edu/~philos/MindDict/mindbody.html
Mind–Body Problem 2 – www.trinity.edu/cbrown/mind/98.08.31.html
Mind–Body Problem 3 – http://serendip.brynmawr.edu/Mind/Table.html
Personal Identity 1 – http://icg.harvard.edu/~phil3/notes/personal–id.html
Personal Identity 2 – www2.canisius.edu/~gallaghr/hume.html
Personal Identity 3 – http://mbdefault.org/8_identity/default.asp
Selfhood 1 – www.ilt.columbia.edu/academic/digitexts/locke/understanding/chapter0227.html
Selfhood 2 – www–csli.stanford.edu/~john/SELF–ENC/self–enc/node1.html
Selfhood 3 – http://psychclassics.yorku.ca/James/Principles/prin10.htm
Philosophy of Mind 1 – www.xrefer.com/entry.jsp?xrefid=552820&secid=.–&hh=1
Philosophy of Mind 2 – www.u.arizona.edu/~chalmers/papers/extended.html
Philosophy of Mind 3 – www2.rz.hu–berlin.de/linguistik/institut/syntax/mind/philosophy.htm
Consciousness 1 – www.cs.umu.se/kurser/TDBC12/HT99/jaynes.html
Consciousness 2 – www.u.arizona.edu/~chalmers/papers/c–and–c.html
Now that your chart is completed, use the information to write a 600- to 800-word expository essay summarizing the main facets of each ontological approach.
Conclusion
You have now
individually gained a level of understanding and expertise on a particular
aspect of metaphysics and, collectively, you have combined your knowledge to
create a website for others to share in this understanding. At this point, the
members of your partnership understand the complexity and scope of metaphysical
questions and issues in the history of philosophy and have most likely formed
some beliefs and perspectives on these fundamental questions and issues. No
doubt, you want to pursue your explorations at the websites you have already
visited and at others you discover as the course progresses. You might also
want to think of the relationship of metaphysics to other subject areas, such
as Metaphysics and Art < http://www.vaxxine.com/hyoomik/lublin/art.htm>,
Metaphysics and Technology < http://www.technosophy.com/metatech.htm>,
Metaphysics and History <http://www.nhinet.org/ricci.htm>, Metaphysics
and Science <http://www.rbjones.com/rbjpub/philos/metap/mps001.htm>, and
Metaphysics and Physics <http://spot.colorado.edu/~vstenger/meta.html>.