Theory_of_Knowledge_06-09

Board Endorsed December 2005

Theory of KnowledgeT Course

Type 2

Accredited from 2006 – 2009

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B S S SAUSTRALIAN CAPITAL TERRITORY

Course Accreditation FormCourse Type: 1 , 2 , Minor Variation , Extension or Modification Adoption of Course or Unit from College or Type 2Classification: A T M R V

Scope: The college is entered on the National Register to award Certificates delivered by this course Yes No

College: Course Code

Course Title: Theory of Knowledge

Unit Title(s) New Value (1.0/0.5)

Length Unit Codes

Introduction to Philosophy 1.0 S

Introduction to Philosophy a 0.5 Q

Introduction to Philosophy b 0.5 Q

Language, Meaning and Ethics 1.0 S

Language, Meaning and Ethics a 0.5 Q

Language, Meaning and Ethics b 0.5 Q

Ways of Knowing 1.0 S

Ways of Knowing a 0.5 Q

Ways of Knowing b 0.5 Q

Aesthetics and Truth 1.0 S

Aesthetics 0.5 Q

Theories of Truth 0.5 Q

Independent Research Unit 0.5 Q

Dates of Current Course Accreditation: From 1 / 1 / 2006 To 31 / 12 / 2009

For Minor variations (not applicable to V courses) and Adoptions:

Details of and reasons for Minor variations, Adoptions and Extensions are outlined on the Supporting Statement.

Type 2: The course and units named above are consistent with the goals of the Course Framework and are signed on behalf of the Board. The adopting College has the human and physical resources to implement the course.

Course development coordinator:

/ /

Panel Chair:

/ /

College Adoption of Final Version:

Principal: / / College Board Chair: / /

Office Use Only: Notify CIT for Articulation: / / College Code:

Date Received: / / Letter Prepared: / / Letter Sent: / /

Course Area: Accredited From: / / Accredited To: / /

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B S S SAUSTRALIAN CAPITAL TERRITORY

Course Accreditation/Adoption Supporting Statement

Provides support for information on the Course Accreditation/Adoption Form

Written Evaluation for Small changes, reasons for Modification or Adoption of a Type 2 course, or Addition of units to a Type 2 course.

For V courses indicate the certificate the college will award.

College: Course Code

Course Title:

Course Length and Composition

Number and Length of Units

Which units will your college deliver?

Duration of Units and Available Course Patterns

Must be consistent with Table 1.1 in the Guidelines.

Implementation Guidelines

Must be consistent with the original course document.

Compulsory Units

Must remain the same as original document.

Prerequisites for the course or units within the course

Must remain the same as original document.

Arrangements for students who are continuing to study a course in this subject

The adopting college may customize this to suit their individual needs.

Additional Units

The adopting college may write additional units to suit their individual needs but within policy 2.5.5.6 and with panel approval. The course should have coherence between units of study (Policy 2.4.2).

Interdisciplinary Units

If the adopting college wishes to include a unit from another course see Policy 2.5.12.6.

Suggested Implementation Patterns

This must be in line with the original course document.

Please indicate any specific needs for your college when adopting this course.

For example – if you intend to deliver the course in any delivery time structure other than the way it has been written (ie 1.0 units instead of 0.5 units) then these must be submitted with this adoption form.

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Course Title: Theory of Knowledge

Unit Title Unit Value

Introduction to Philosophy 1.0

Introduction to Philosophy a 0.5

Introduction to Philosophy b 0.5

Language, Meaning and Ethics 1.0

Language, Meaning and Ethics a 0.5

Language, Meaning and Ethics b 0.5

Ways of Knowing 1.0

Ways Of Knowing a 0.5

Ways Of Knowing b 0.5

Aesthetics and Truth 1.0

Aesthetics 0.5

Theories Of Truth 0.5

Independent Research Unit 0.5

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Contents Page

Contents Page...............................................................................................................5Course Name.................................................................................................................6Classification.................................................................................................................6Course Framework......................................................................................................6Course Developers........................................................................................................6Evaluation of Previous Course....................................................................................6Course Length and Composition................................................................................7Implementation Guidelines.........................................................................................8Suggested implementation patterns............................................................................9Subject Rationale..........................................................................................................9Goals............................................................................................................................10Student Group............................................................................................................10Content........................................................................................................................11Across Curriculum Perspectives...............................................................................12Teaching and Learning Strategies............................................................................12Assessment..................................................................................................................13Moderation..................................................................................................................16Bibliography...............................................................................................................17Resources.....................................................................................................................21Proposed Evaluation Procedures..............................................................................22Introduction to Philosophy Value: 1.0...................................................................23Introduction to Philosophy a Value: 0.5................................................................29Introduction to Philosophy b Value: 0.5...............................................................34Language Meaning and Ethics Value: 1.0............................................................39Language Meaning and Ethics a Value: 0.5.........................................................46Language Meaning and Ethics b Value: 0.5.........................................................51Ways of Knowing Value: 1.0..................................................................................56Ways of Knowing a Value: 0.5...............................................................................62Ways of Knowing b Value: 0.5...............................................................................68Aesthetics and Truth Value: 1.0.............................................................................74Aesthetics Value: 0.5.............................................................................................81Theories of Truth Value: 0.5..................................................................................87Independent Research Project Value: 0.5.............................................................94

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Course NameTheory of Knowledge

ClassificationT course

Course FrameworkThis course is presented under the 2004 Theory of Knowledge Course Framework.

Course DevelopersName Qualifications College

Josephine Townsend (Course development coordinator)

BA Dip Ed The Canberra College

Name Qualifications College

Ann Medway BA(Hons) Dip Ed The Canberra College

Winifred Lamb BA Hons, PGCE, MA, MEd, PhD (Education), PhD (Philosophy of Religion)

Narrabundah College

Ruth Cotton BEd The Canberra College

Anita Patel BA Hons Dip Ed Narrabundah College

Evaluation of Previous Course Theory of Knowledge has been an increasingly popular course the annual average enrolment has been approximately 100 students but has been creeping up each year. The previous Theory of Knowledge course was only available as a minor. There was strong demand from the students that they be able to undertake the study of philosophy at greater depth. We have responded to this by writing the new course as a major and allowing for an independent research project to maximise the flexibility for students.

The increase in the number of students studying Theory of Knowledge has been within schools who have offered the course for some time and in new schools offering the course. Theory of Knowledge fits perfectly into the current emphasis on teaching higher order thinking skills and the recent academic emphasis on philosophical and ethical frameworks in education. This, coupled with increasing interest in this subject, manifested by increased enrolments, highlights the need to enhance existing philosophy options, providing a range of course implementation patterns. The fact that more schools are considering implementing Theory of Knowledge as a core part of Academic excellence programs highlights the need for a clear program that gives

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strong guidance to teachers new to the area, whilst maintaining the flexibility necessary to keep the curriculum relevant to students needs.

This course was rewritten to meet the new framework, and accommodate current pedagogical theory and practice. Some changes were to:

Reduce the number of goals

Clarify the measurement of the goals

Increase the time spent on elements of the content in order to be able to cover the topics in more satisfactory detail – hence the availability of Theory of Knowledge as a major

Provide more direction on teaching and learning strategies, including principles of learning

Provide more detail and direction within the topics - specific guidance for teachers new to the teaching of philosophy.

Emphasise community of enquiry as an assessment technique

Theory of Knowledge is a highly successful program that is central to all curriculum. In undertaking TOK, students examine the underpinning ideas and processes of all academic disciplines.

Course Length and CompositionThere are a total of thirteen units in this course: four standard units and nine half standard units.

Unit Title Unit Value

Introduction to Philosophy 1.0

Introduction to Philosophy a 0.5

Introduction to Philosophy b 0.5

Language, Meaning and Ethics 1.0

Language, Meaning and Ethics a 0.5

Language, Meaning and Ethics b 0.5

Ways of Knowing 1.0

Ways Of Knowing a 0.5

Ways Of Knowing b 0.5

Aesthetics and Truth 1.0

Aesthetics 0.5

Theories Of Truth 0.5

Independent Research Unit. 0.5

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Duration of units and available course patterns

Course Minimum number of hours per course

Number of standard 1 value units to meet course requirements

Minor 110 hours 2 units of 55 hours

Major 220 hours 4 units of 55 hours

Major 220 hours 3.5 units equivalent to 220 hours

Implementation Guidelines

Compulsory units

No units are compulsory but 1a - Introduction To Philosophy, is highly recommended

If only a minor is being offered then the recommended units are:Introduction to Philosophy aLanguage, Meaning and Ethics a Ways Of Knowing a Aesthetics

Prerequisites for the course or units within the course

There are no prerequisites.

Arrangements for students who are continuing to study a course in this subject

Students who studied the previous Theory of Knowledge course in Year 11 may take the following units in Year 12:

Ways of KnowingWays Of Knowing aWays Of Knowing bAesthetics and TruthAestheticsTheories Of TruthIndependent Research Unit

Note: It is possible for continuing students to complete a 3.5 unit major, if they study the 2 standard units (Ways of Knowing and Aesthetics and Truth) and complete Independent Research Unit.

Units from other coursesNo units from other courses can be imported into Theory Of Knowledge.

Relationship to other coursesOne unit of Theory of Knowledge may be imported in an English major where the

course allows, as is the case at Canberra College. Any unit of Theory of Knowledge would be appropriate to incorporate into all

Tertiary courses as it deals with the fundamental concepts of how we define and classify knowledge.

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Suggested implementation patterns

Implementation Pattern Units Involved

This unit is highly recommended for undertaking a major or minor in Theory of Knowledge

Introduction To Philosophy

This unit is only available to students completing a major or minor in Theory of Knowledge and should be their final unit in Year 12.

Independent Research Unit

The following Standard units (1.0 are an amalgamation of the 2 half standard units (0.5) listed below them.

Introduction to Philosophy

Introduction to Philosophy a

Introduction to Philosophy b

Language, Meaning and Ethics

Language, Meaning and Ethics a

Language, Meaning and Ethics b

Ways of Knowing

Ways Of Knowing a

Ways Of Knowing b

Aesthetics and Truth

Aesthetics

Theories Of Truth

Independent Research Unit.

Subject RationaleTheory of Knowledge (TOK) is a way of thinking that explores the nature and communication of knowledge and related concepts, such as truth, belief, objectivity, reason, world view, narrative and myth. It is also concerned with the similarities, differences and connections between various kinds of knowledge.

TOK discusses value and moral judgements and other related concepts, including ethics, convention, custom, cultural differences, equality, gender, equity, justice, tolerance, diversity and the aesthetic. Particular emphasis is given to the way in which language shapes and colours thoughts and experiences.

In a world of information and disparate bodies of knowledge, TOK provides a conceptual scaffold for students to integrate their learning. Students are introduced to the big questions of philosophy in a way that is continuous with their own lives and with questions which arise from local and world events.

TOK respects the principle of connectivity by promoting synoptic understanding in the face of incommensurable knowledge; by bridging pre-theoretical understanding with academic understanding and by connecting students’ questions to philosophical debates, both traditional and contemporary.

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TOK promotes critical thought, insight and analytic depth. The course offers students the opportunity to develop the ability to make clear distinctions and present succinct and effective arguments in a coherent and precise manner.

The TOK course draws upon the variety of students’ backgrounds as a means of affirming diversity as well as encouraging and exploring different perspectives in society. Self respect and respect for difference are conveyed through forms of regard which frame discussion: listening, collaboration and sensitivity to difference.

We are told by social theorists that we live in ‘a world of multiple options’1 dominated by consumerism and choice, a ‘mall culture’, in which young people face ‘a plethora of selves’ and a ‘chorus of invitations’2. In a world of rapid change and radical plurality, TOK provides a framework for informed decision making and for holistic self-formation.

GoalsThe Theory of Knowledge course accommodates a self-focus and an overall truth focus, and is not purely a philosophy curriculum. The self-focus is about the student as a self-aware thinker, monitoring and questioning his or her own assumptions and perspectives, and integrating understandings from a wide range of sources. The course should enable students to:

Identify relationships between philosophy and enduring universal and individual dilemmas [eg: Who am I? How might I live? What can I hope for?] with a view to critical reflection upon, and rational justification of, their personal philosophical positions

Reflect critically on knowledge and justifications for truth claims, value positions and worldviews to develop clarity in thinking and a healthy openness to new ideas

Recognise connections between contemporary questions and philosophical insights/frameworks past and present

Understand the nature of knowledge, especially in relation to language, culture, history and the self

Understand the source, limitations and lexicon of the various forms of knowledge, particularly the nature of the academic disciplines and their relationship to ‘lived experience’

Develop a range of learning strategies that allow them to become active members of a learning community.

Student GroupThis course is related to all curriculum areas as it teaches students structured, rational and orderly thinking. It prepares students for further tertiary study. It is especially good preparation for the AST writing task.

1 Giddens, A., Modernity and Self –Identity in the Late Modern Age, Stanford University Press, Stanford, CA, 1991.2 Middleton, J. Richard and Walsh, Brian, Truth is Stranger Than it Used to Be: Biblical Faith in a Postmodern Age, IVP, Downers Grove, ILL, 1995.

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Content

The essential concepts

The essential concepts of Theory of Knowledge are explored around classical philosophical questions:

the nature of knowledge: What can we know?

philosophies of the Self: Who am I?

rthics and morals and their role in shaping our lives: How might I live? What might I hope for?

knowledge as expressed through disciplines or fields of study such as Sciences, Mathematics, Literature, History, Politics and Economics

the nature of beauty and the development of an aesthetic sense.

Essential Skills

The essential skills inherent in Theory of Knowledge are: investigation and Independent Research

(location, selection and interpretation of information from various sources) critical reflection

(analysis and evaluation of information, philosophical theories / concepts / perspectives and ethical issues and self evaluation / self reflexivity as an integral part of this process)

participation(engaging with, and responding to, both individually and collaboratively, the key concepts of the course)

communication(presenting knowledge and ideas in a variety of forms and forums appropriate to different audiences).

These processes are broadly those of Studies of Society and Environment, focussed specifically on Theory of Knowledge.

Recommended additional content

The following additional content is recommended: theories of truth and reality: realism, non realism, critical realism the tacit dimensions of knowledge: biases, paradigms, filters and scaffolds the relationship between knowledge and: language, culture, power and action what is knowledge for? The meaning of education, training, indoctrination the nature of the emotions; the relationship between emotion and reason, the

education of the emotions; the place of the emotions in the search for knowledge the extent to which ways of knowing (eg emotion, reason, perception and

language) are evident in areas of knowledge living with difference: pluralism, cultural relativity and tolerance truth and Life.

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Across Curriculum PerspectivesAs a major thrust of the Theory of Knowledge course is to understand the reasons why people live the way they do, it is necessary to examine a variety of view points and belief systems. Materials that reflect a diversity of viewpoints, and cultural perspectives are interwoven into the course. Specifically: Australian and Torres Strait Islander Education, in relation to such questions

as the nature of knowledge, and of the limitations of the scientific world view Environment Education, through the concept of 'nature' and the exploration of

worldviews which have encouraged environmental degradation Gender Equity, through important notions, such as justice and differences Information Access, through online research and evaluation and through

exploring differences between notions of 'information', 'knowledge' and 'wisdom'. Language for understanding, through initiation into the language of

philosophical enquiry Multicultural Education, through such classical philosophical concepts as 'the

one and the many' and contemporary issues such as difference, diversity and social consensus

Special Needs Education, through teaching strategies that emphasise inclusiveness and equity

Work Education, through the development of skills in presenting an argument, and through encouraging ICT literacy in the research process.

Teaching and Learning StrategiesCourse developers are encouraged to outline teaching strategies that are grounded in the Learning Principles. Teaching strategies that are particularly relevant and effective in Theory of Knowledge include:

Presentation of issues in the context of ongoing and/or topical dilemmas in Australian society which allow students to draw on prior learning and their own experience to propose concrete policies or solutions and to make and justify choices

In Theory of Knowledge prolonged discussion is pivotal and a range of methods to elicit, synthesise and employ discussion and active listening need to be canvassed

Group work and cooperative effort are part of the structure of Theory of Knowledge. Group oral tasks, role plays and reporting, more formal presentations and seminars and activities such as camps and excursions allow students to extend their understanding in sustained communication with and to one another

Team teaching to draw on the range of expertise available within the school body and the wider community in the form of guest speakers should be actively encouraged

Maintenance of the journal as a less formal instrument for promoting dialogue with the teacher, and a more personal and continuous means of processing and reflecting on course content, should be actively encouraged

Professional development offered by SOPHY & FAPCA. Both offer workshops and conferences on classroom practice and philosophical content

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Visiting academics and doctoral students from ANU Philosophy (contact Jeremy Shearmur) and Sociology (contact Kevin Smith, coordinator of ANU Visiting Speakers’ Program).

Drawing on the diversity of student academic experience in different disciplines.

AssessmentThe purpose of including assessment task types (with examples of tasks) and assessment criteria in Course Frameworks is to provide a common and agreed basis for the collection of evidence of student achievement. This collection of evidence enables a comparison of achievement within and across colleges, through moderation processes. This enables valid, fair and equitable reporting of student achievement on the Year 12 Certificate.

Assessment Rubrics draw on the general course framework criteria to develop assessment criteria for a task type and a continuum, which indicates levels of student performance against each criterion.

Semester units

Should include the following structured tasks:

Research Essay, In-Class Response, Journal, Seminar

NB: At least 60% of assessment should be Structured Response (see Assessment Task Types table in front of document).

Quadrimester units

Should include the following structured tasks

Research essay or In-Class Response, Journal, Seminar or Presentation, Short Responses


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Assessment Task Types

Task Types Type 1

Structured Response

Type 2

Unstructured Response

Journal

Research essay

In-class Response (to specific text or issue- written under test conditions-may be creative or analytical)

Presentation/Seminar

Community of enquiry

Short written exercises/responses

Debates

Role plays

Group reporting

Facilitation of discussion

Weighting 60-70% 30-40%

Journal reflective piece of writing on issues raised in class (usually 300-400 words per

entry) good journal entries demonstrate understanding of philosophical positions,

identification of philosophical issues, present clear and coherent arguments and engage with these ideas, exploring conceptual connections and exercising self reflexivity in relation to content

written both in and out of class

In class response task a major piece of writing (600 words) in response to text (could be issued the day

before the task) and/or to a specific question given on the day of the task a structured response, a clear rationale is expected if a creative response is chosen time allowed: up to 1 hour 30 minutes

Research essay a major piece of writing (up to 1200 words) requiring background reading presents structured argument and articulates a position offers a bibliography to demonstrate breadth of research

Assessment Criteria

The following criteria for assessment and reporting of student achievement are a focus for assessment and reporting in all courses based on the Theory of Knowledge Course Framework. Criteria are the dimensions of quality that teachers look for in evaluating student work. Over a course of study they provide a common and agreed basis for judgement of performance against unit and course goals, within and across colleges. Teachers use all of these criteria to assess students’ performance, but do not necessarily use all criteria on each task. Assessment criteria are to be used holistically on a given task and in determining the unit grade.

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Students will be assessed on the degree to which they demonstrate: acquisition and understanding of relevant philosophical terms and concepts,

such as the distinction between the empirical and the evaluative critical reflection on and appraisal of ideas, positions and issues recognition of the connections between contemporary questions and

philosophical insights past and present appreciation of the distinctive character of subject matter as well as their

integrated nature and the ability to synthesise ideas and materials from various sources

ability to learn in a collaborative manner and to use appropriate language in a range of situations

use of appropriate research and reference strategies to achieve this end.

Unit Grades

Achievement standards

Grade descriptors provide a guide for teacher judgement of students’ achievement, based on the assessment criteria, over a unit of work in this subject. Grades are organised on an A-E basis and represent standards of achievement. Grades are awarded on the proviso that the assessment requirements have been met.

Teachers will consider, when allocating grades, the degree to which students demonstrate their ability to complete and submit tasks within a specified time frame.

The following descriptors are consistent with the system grade descriptors, which describe generic standards of student achievement across all courses.

Unit grades for all courses

Grade Descriptor

A student who achieves the grade A

Develops and presents clear, sophisticated arguments; draws together significant implications and considers issues in depth; reflects active and sensitive readings of texts and contexts; shows integrated understanding of the most difficult subject matter; expresses ideas with clarity, insight and confidence; employs a critical distance; provides significant leadership in initiating and following through group activities; accurately and effectively engages an audience.

A student who achieves the grade B

Independently considers different points of view; confidently examines issues and positions; understands contexts and texts; argues coherently and assesses data; expresses ideas with accuracy and insight; structures responses with an understanding of audience; independently initiates and takes responsibility for group activities.

A student who achieves the grade C

Acquires and uses most of the concepts and terms; considers different points of view when explained; attempts a critical examination of positions and issues.

Expresses straightforward ideas simply and clearly; organises ideas and materials; detects and corrects obvious technical errors; takes some responsibility for group activities.

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A student who achieves the grade D

Draws together the more easily perceived concepts; raises concrete questions with assistance; collects relevant data from simplified documents and acknowledges sources; uses some original, descriptive or narrative language; has partial control of technical aspects of language; when encouraged initiates discussion in group activities.

A student who achieves the grade E

Has met the requirements for attendance and completion of work; has a basic understanding of concepts and terms; favours absolute statements and understands some straightforward ideas; uses plain, descriptive or simple narrative language; has limited control of technical aspects of language; is present in group activities and class discussion.

ModerationModeration is a system designed and implemented to:

provide comparability in the system of school-based assessment;

form the basis for valid and reliable assessment in senior secondary schools;

involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership; and

maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates.

Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according to the relevant Course Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions.

The Moderation ModelModeration within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures for ‘T’ courses.

Moderation by Structured, Consensus-based Peer Review

Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.

Preparation for Structured, Consensus-based Peer Review

Towards the end of each year, for each ‘A’ and ‘T’ course offered by the school, the semester 2 assessment portfolios of a sample of Year 11 students are sent to the ACTBSSS Secretariat. This material is considered at the first moderation day in March of the following year.

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Towards the end of semester 1 each year, the same requirement applies for the semester 1 assessment portfolios of a sample of Year 12 students. This material is considered at the second moderation day in August of the same year.

The College Course Presentation

The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following:

a folder containing supporting documentation as requested by the Board Secretariat through memoranda to colleges.

a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios. Specific requirements for subject areas and types of evidence to be presented for each moderation day will be outlined by the Board Secretariat through memoranda and Information Papers which are available on the BSSS website. www.bsss.act.gov.au

Bibliography

References for Curriculum Development

About Philosophy in Schools & Theory of Knowledge

Australasian:

FAPCA is the umbrella organization for Philosophy for Children in Australia and New Zealand. The aims and objectives include the drawing together of associations and regional networks and the promotion of their activities in the development and use of philosophical inquiry in schools. It has become standard practice that the executive of FAPCA rotates between states. The main responsibilities are to organise national conferences and Level 2 workshops. FAPCA is a good source of materials and links for other sites

Website: http://www.uq.edu.au/~pdgburgh/FAPCA/

Journal: Critical & Creative Thinking: the Australasian Journal of Philosophy for Children

SOPHY (Society of Philosophy for the Young) is the recently established Canberra Association of FAPCA (Federation of Australasian Philosophy for Children Associations) and provides training, professional development and resources. They provide training for teachers (primary to year 12) at both Level 1 & 2.

On theory of knowledge and senior secondary philosophy

Winifred Wing Han Lamb: ‘TOK at Narrabundah College – content, approach and rationale,’ 1999. Critical and Creative Thinking, 7 (2).

Winifred Wing Han Lamb: ‘“A good dinner and a game of backgammon” – Is philosophy worth the effort? Some thoughts on teaching philosophy to college students,’ 1997. Critical and Creative Thinking, 5 (1).

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http://www.uq.edu.au/~pdgburgh/FAPCA/

http://www.bsss.act.gov.au/


Winifred Wing Han Lamb: ‘The “Whole Child” in Education,’ 2001. Journal of Philosophy of Education, 35/2, May.

On community of enquiry in the classroom

Cam, P, ‘Building a Community of Enquiry,’ 1995. In Thinking Together: Philosophical Inquiry for the Classroom, NSW, Australia, Hale & Iremonger.

Overseas

Institute for the Advancement of Philosophy for Children, online at http://www.montclair,edu.Pages/IPAC/, Montclair State University, New Jersey, USA.

Journals

Analytic Teaching (Richard Morehouse, Dept. of Psychology, Viterbo College, 815 South 9th Street, La Crosse W154601, USA).

Thinking: The Journal of Philosophy for Children (Matthew Lipman, IAPC, Montclair State University, Upper Montclair, NJ 07043, USA).

Teacher resources

Abel, Reuben, Man is the Measure, 1997, New York, Free Press.

Alchin, N, Theory of Knowledge Teacher’s Book, 2005, John Murray.

Alchin, N, Theory of Knowledge Pupil’s Book, 2005, John Murray.

Christian, J.L., Philosophy: an Introduction to the Art of Wondering, 1990, Florida, Harcourt, Brace & Jonanovich.

Woolman, M, Ways of Knowing: An Introduction to Theory of Knowledge, 2000, Victoria, Australia, IBID Press.

Anderson, W.A.T., The Truth about the Truth: Deconfusing and Re-constructing the Postmodern World, 1995, Tarcher/Partnum Book, New York.

Audi, R. ed., Cambridge Dictionary of Philosophy, 1999, Cambridge University Press, Cambridge.

Cooper, D. E, World Philosophies: an historical introduction, 1996, Blackwell, Oxford.

Cutler, M., Ethical Argument: Critical Thinking in Ethics, 1993, Paragon House, New York.

Crystal, D, The Cambridge Encyclopedia of Language, 1989, Cambridge University Press, Cambridge.

De Botton, Alain, The Art of Travel, 2002, Penguin, Camberwell, VIC.

De Botton, Alain, The Consolations of Philosophy, 2001, London, Penguin.

De Botton, Alain, Status Anxiety, 2004, London, Hamish Hamilton.

Deutsch, E and Bontekoe, R. eds, A Companion to World Philosophies, 1999, Blackwell, Oxford.

Falzon, C., Philosophy Goes to the Movies: an introduction to philosophy, 2002, Routledge, London.

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(In this book, Falzon discusses ways in which film can be used to understand philosophical ideas and positions – cinematic examples include Total Recall, Crimes and Misdemeanours, Monty Python & the Holy Grail, Wings of Desire, Matrix, Truman Show & Pleasantville) Another edition of the book is forthcoming.

Gaarder (Gaader), J Sophie’s World: an adventure in philosophy, 1995, Phoenix, London.

Honderich, T. ed., The Oxford Companion to Philosophy, 1995, Oxford University Press, Oxford and New York.

Lyon, David, Postmodernity, 1994, University of Minnesota Press, Minneapolis.

Mackay, H., Right and Wrong: how to decide for yourself, 2004, Hodder, Sydney.

Midgley, M., Wisdom, Information and Wonder: What is knowledge for? 1989, Routledge, London.

Pojman, L., Philosophy: the Pursuit of Wisdom, 2000, Wadsworth.

Urmson, J O and Rée, J, The Concise Encyclopedia of Western Philosophy & Philosophers, 1989, Allen & Unwin, Boston.

The Icon Books, UK / Totem Books, USA / Allen & Unwin, Australia on:

Philosophical ideas & theories – e.g. Philosophy for Beginners (Richard Osborne: 1993)Postmodernism for Beginners (Jim N. Powell: 1998)Introducing Romanticism (Duncan Heath: 1999)Introducing Chaos (Ziauddin Sardar, Iwona Abrams: Allen & Unwin, 2003,

previously published 1998 as Chaos for Beginners)Introducing Philosophy (Dave Robinson, Judy Groves: 2004).

Philosophers – e.g. Nietzsche for Beginners (Marc Sautet: 1990)Plato for Beginners (Robert J. Cavalier: 1990)Sartre for Beginners (Donald Palmer: 1995).

Online Introducing Philosophy series: http://www.galilean-library.org/philosophy.html

Philosophy Made Simple (Richard H. Popkin, Avrum Stroll).

Russell, Bertrand, History of Western Philosophy, 1984, London, Unwin Paperbacks.

Some useful audio visual material

de Botton, Alain, The Consolations of Philosophy, 2000, Penguin, Ringwood, VIC, (in six parts).

de Botton, Alain, Status Anxiety, 2004 (Camberwell, Penguin, Ringwood, VIC, (in three parts).

Both have run as television series and available on video & DVD.

Australian Broadcasting Corporation: The Big Picture, 2004, 'Primal Instincts' Series Episode 1: Anger, Episode 2: Happiness, Episode 3-Fear.

SBS Corporation, 2001, Clear Blue Skies Productions Series: Evolution.

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http://www.galilean-library.org/philosophy.html


Titles in the series: Darwin's Dangerous Idea, Great Transformations, Extinction, The Evolutionary Arms Race, Why Sex?, The Mind's Big Bang and What About God?

Australian Broadcasting Corporation:Compass ‘Testing God’, in three parts.

Some websites

Canadian Academy High School Theory of Knowledge Curriculum, 2004: http://intranet1.canacad.ac.jp/k-12curriculum/info/hs/socialstudies/toc.html

Dictionary of Philosophy, Dagobert D. Runes, 1942 (placed online 2004):http://www.ditext.com/runes/index.html

Freedom’s Nest Quotes, 2004: http://www.freedomsnest.com/

Guide to philosophy on the Internet, 1996-2000: http://www.earlham.edu/~peters/philinks.htm

International School of Toulouse Humanities Department IB TOK site, 2002: http://www.ibtok.com

KA’s ThoK Notes, Kai Arste, Atlantic College, 2004:http://www.kahome.co.uk/thok.htm

Meta-Encyclopaedia of Philosophy, Andrew Chrucky, 2004: http://www.ditext.com/encyc/frame.html

Ngunnawal Centre, University of Canberra:www.canberra.edu.au/ngunnawal

Philosophers Magazine Online (TPM Online), 2004: http://www.philosophers.co.uk/index.htm

Philosophy 3340 – Epistemology – Prof. Michael Tooley, University of Colorado, 2004: http://spot.colorado.edu/~tooley/Philosophy3340.html

Philosophy in Cyberspace, Dey Alexander, 2000: http://www-personal.monash.edu.au/~dey/phil/

Philosophy Online (UK) Theory of Knowledge Site – Online course materials, 2003: http://www.philosophyonline.co.uk/tok/tokhome.htm

Philosophy Pages (includes “A Dictionary of Philosophical Terms and Names”) - Garth Kemerling, 2002: http://www.philosophypages.com/index.htm

Stanford Encyclopedia of Philosophy - Center for the Study of Language and Information (CSLI), Stanford University, 1995-2004: http://plato.stanford.edu/contents.html or http://www.seop.leeds.ac.uk/contents.html

The Argument Clinic – Monty Python, 1997: http://www.infidels.org/news/atheism/sn-python.html

The Internet Encyclopedia of Philosophy, 2004: http://www.utm.edu/research/iep/ OR http://www.iep.utm.edu/h/hippias.htm

The TOK Teachers’ Link Page, n.d: http://home.swipnet.se/ulf_p/tok/tok.htm

Theory of Knowledge, 2004: http://www.stjulians.com/tok/

Theory of Knowledge Article for Encyclopaedia Britannica 1926 - Bertrand Russell: http://www.luminary.us/russell/theory_knowledge.html or http://www.marxists.org/reference/subject/philosophy/works/en/russell1.htm

Page 20 of 96 pages

http://www.marxists.org/reference/subject/philosophy/works/en/russell1.htm

http://www.luminary.us/russell/theory_knowledge.html

http://www.stjulians.com/tok/

http://home.swipnet.se/ulf_p/tok/tok.htm

http://www.iep.utm.edu/h/hippias.htm

http://www.utm.edu/research/iep/

http://www.infidels.org/news/atheism/sn-python.html

http://www.seop.leeds.ac.uk/contents.html

http://plato.stanford.edu/contents.html

http://www.philosophypages.com/index.htm

http://www.philosophyonline.co.uk/tok/tokhome.htm

http://www-personal.monash.edu.au/~dey/phil/


http://spot.colorado.edu/~tooley/Philosophy3340.html

http://www.philosophers.co.uk/index.htm

http://www.canberra.edu.au/ngunnawal

http://www.ditext.com/encyc/frame.html

http://www.kahome.co.uk/thok.htm

http://www.ibtok.com/

http://www.earlham.edu/~peters/philinks.htm

http://www.freedomsnest.com/

http://www.ditext.com/runes/index.html

http://intranet1.canacad.ac.jp/k-12curriculum/info/hs/socialstudies/toc.html


Theory of Knowledge Essays and Coursework – Coursework.Info, UK, 2004: http://www.coursework.info/115/

Theory of Knowledge Handouts and Lecture Notes – Princeton University – Assoc. Prof. James Pryor, 2004: http://www.princeton.edu/~jimpryor/courses/epist/notes/index.html

Theory of Knowledge Papers from Twentieth World Congress of Philosophy, Boston University, 1998, page last updated 2000: http://www.bu.edu/wcp/MainTKno.htm

Theory of Knowledge Syllabus, OFS, Singapore, 2004: http://www.ofs.edu.sg/extranet/high-school/tok/Syllabus.htm

Theory of Knowledge Syllabus, Springbrook High School, Maryland, USA, 2000: http://www.mcps.k12.md.us/schools/springbrookhs/TOK.html

Time for a new theory of knowledge - Emil Røyrvik, reporting ideas of Stein Johansen – Norwegian University of Science and Technology, Trondheim: http://www.ntnu.no/gemini/2000-06e/28-31.htm

Towards a Liberal Education - Popper's Revolutionary Theory of Knowledge – Rafe Champion, from an article printed in Honi Soit magazine, University of Sydney, 1971 (website last updated 2004): http://www.the-rathouse.com/poprevtheory.html

Quotation from Peter Suber, author of Guide to Philosophy on the Internet (http://www.earlham.edu/~peters/aboutphl.htm):

“Although I want to advance the cause of online philosophy, I want to keep this cause in perspective. My view is that online philosophy can and should be spectacular, the way great libraries are spectacular, but that it will always be secondary to reading hard books in quiet places and thinking and writing about them. Technology can only support this enterprise so far. In fact, though philosophy is easier to put on the web than art history or astronomy, I am convinced that the web can do much more for art history and astronomy than it can do for philosophy. The internet is a supportive service, like libraries, telephones, photocopying machines, and coffee urns. Perhaps it is a more fundamental innovation, on the order of movable type, rag paper, and artificial light. Philosophy is easier if these supportive services and technological innovations are more friendly and functional, but they should facilitate, not distract us, from our hard work. (See Ernst Cassirer's recollection of how a great library —the Warburg Library in Hamburg— helped him finish thinking and writing The Philosophy of Symbolic Forms, in the Preface to vol. 2, Yale 1955, at p. xviii.) My purpose in maintaining this guide is to help realize the possibilities of online philosophy without exaggerating or underestimating their importance. For more reflections on these lines, see my essay, The Database Paradox.” (The essay is online at http://www.earlham.edu/~peters/writing/teachtec.htm.)

ResourcesAccess to College Library and Information Centres including access to relevant collections of books, newspapers, magazines and journals, audio-visual archives, information retrieval systems and catalogues, class sets of books.

Easy access to video and DVD equipment, preferably within the classroom.

Access to CDRom and internet within the college.

Access to other collections of source materials, such as:

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http://www.earlham.edu/~peters/writing/teachtec.htm

http://www.earlham.edu/~peters/aboutphl.htm

http://www.the-rathouse.com/poprevtheory.html

http://www.ntnu.no/gemini/2000-06e/28-31.htm

http://www.mcps.k12.md.us/schools/springbrookhs/TOK.html

http://www.ofs.edu.sg/extranet/high-school/tok/Syllabus.htm

http://www.bu.edu/wcp/MainTKno.htm

http://www.princeton.edu/~jimpryor/courses/epist/notes/index.html

http://www.coursework.info/115/


ACT Public Library Service, National Library of Australia, National Museum of Australia.

Occasional access to relevant exhibitions at such institutions as:

National Gallery of Australia, National Portrait Gallery, National Library of Australia, National Museum of Australia, Classics Department Museum (ANU), Museum of Ancient Cultures (Macquarie University), Nicholson Museum (University of Sydney), NSW Art Gallery, Australian Museum, Sydney, Screensound.

Occasional access to guest speakers and experts through such institutions as:

Australian Institute of Aboriginal and Torres Strait Islander Studies, Australian National

University, Canberra Archaeological Society, University of Canberra, Australian Catholic University, United States Information Service, Ngunnawal Centre (see list of websites), churches, mosques, synagogues, temples, and other religious institutions, embassies.

Proposed Evaluation Procedures Effectiveness of the major - number of students completing the course as a major

or a minor would be an indicator

Continued consistency of the course and course framework

Whether the goals were achieved- are they clear and relevant and appropriate in number?

The appropriateness of the course content particularly in relation to the full and half units- how will the course function as a minor and a major?

The success of the teaching strategies used

The appropriateness of the assessment program- length and variety of tasks, is the student workload appropriate and balanced?

Whether the needs of the students have been met

The number of students completing the course in each of the years of accreditation using Table 10.2 from the Year 12 Study

Identifying areas of improvement in the course.

Page 22 of 96 pages


Introduction to Philosophy Value: 1.0

Prerequisites

Nil

Specific Unit GoalsThis unit should enable students to:

Understand the general nature of philosophical enquiry, particularly its relationship to other disciplines and lived experience.

Understand key terms in the philosopher’s lexicon and be able to apply them.

Reflect critically on a range of ways of interpreting knowledge from a range of major philosophers with a view to developing clarity of thinking and their own philosophical position


Develop a range of learning strategies that allow them to become active members of a learning community

Reflect critically on knowledge and justifications for truth claims, value positions and worldviews to develop clarity in thinking

Recognise the main questions of epistemology.

Content

What is TOK?

Questions raised in TOK: What can we know? Who am I? How must I act? What can I hope for?

Areas covered in TOK: short history of epistemology, language and thought, language and reality, language and culture, areas of knowledge and ways of knowing, art and the aesthetic, ethics and the nature of morality, theories of truth, truth and life

How is TOK related to philosophy? Introducing the major areas of philosophy: epistemology, ethics, metaphysics, ontology etc

Ways of knowing: reason, perception, emotion, imagination, intuition etc

Forms of Knowledge: Literature, Science, Mathematics, Philosophy, History, Religion etc.

Philosophy and lived experience

What is philosophical wonder? What does it mean to philosophise about the world?

Socrates and the examined life?

Philosophy and self formation

The uses and 'consolation' of philosophy: what various philosophers have said about the human condition.

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Philosophical thinking and argument

What is clear thinking? What makes a good philosophical argument?

What is reason and what are its limits?

Examples of philosophical arguments.

Introduction to Epistemology:

What can I know? What philosophers have said about the role of reason, emotion, intuition, our senses, in knowledge claims

The difference between belief and knowledge.

Teaching and Learning Strategies

Using current resources, eg newspaper and journal articles, and documentaries to provide a context of ongoing and/or topical dilemmas to allow students to link the philosophical concepts to their own lives

Active listening skills and an inclusive free ranging discussion to allow a full exploration of the issues

Use of the dialectic to structure students’ thinking and responses

Short reflective exercises to focus students’ reflections

Group work eg oral tasks, role plays and reporting, more formal presentations and seminars

Team teaching, where possible, to draw on the range of expertise available within the school body and the wider community

Guest speakers should be actively encouraged

Use of a journal to consolidate understanding and develop lines of argumentation, promoting dialogue with both the teacher and the class.

Page 24 of 96 pages


AssessmentCriteria/Task Structured Response Unstructured

ResponseEg: Research Essay

Eg: In Class Essay

Eg: Seminar

Eg: Journal

Eg: Short Written Response

Acquisition and understanding of relevant philosophical terms and concepts

Critical reflection on and appraisal of ideas, positions and issues

Ability to connect personal experience and academic theory

Ability to synthesise ideas and materials from various sources

Ability to learn in a collaborative matter Use of appropriate research and reference strategies

Effective and appropriate use of languages

Weighting 60 – 70 % 30 – 40 %




Journal

reflective piece of writing on issues raised in class (usually 3-400 words per entry)

good journal entries demonstrate understanding of philosophical positions, identification of philosophical issues, present clear and coherent arguments and engage with these ideas, exploring conceptual connections and exercising self reflexivity in relation to content

written both in and out of class.

In class response task

a major piece of writing (600 words) in response to text (could be issued the day before the task) and/or to a specific question given on the day of the task

a structured response, a clear rationale is expected if a creative response is chosen

time allowed: up to 1 hour 30 minutes.

Research essay

a major piece of writing (up to 1200 words) requiring background reading

presents structured argument and articulates a position

offers a bibliography to demonstrate breadth of research.

Page 25 of 96 pages


Across Curriculum Perspectives

Aboriginal and Torres Strait Islander Education will be addressed by comparing indigenous ways of understanding and describing the world to the dominant Judeo Christian paradigm and its Hellenistic roots (see guest speakers and experts page 24).

Australian Education will be addressed by relating philosophical concepts to the modern Australian context, politically, socially and economically.

Environment Education will be addressed by relating philosophical concepts to issues of sustainability and human responsibility for environmental protection.

Gender Equity will be examined through the study of the role of women through the perspective of philosophy and the impact of various philosophical movements on the position of women in society.

Information Access will be incorporated into this unit through online research and evaluation and through exploring differences between notions of 'information', 'knowledge' and 'wisdom'.

Language for understanding will be examined through the extension of vocabulary through specific terminology, and will be encouraged to understand the philosophical context of many commonly used words.

Multicultural Education will be addressed by relating philosophical concepts to a variety of cultures, times and contexts.

Specific Unit Resources

Books

Abel, R, Man is the Measure, 1997, New York, Free Press.




Christian J.L., Philosophy: an Introduction to the Art of Wondering, 1990, Florida, Harcourt, Brace & Jonanovich.






Deutsch, E and Bontekoe, R. eds, 1999, A Companion to World Philosophies, Blackwell, Oxford.

Falzon, C., Philosophy Goes to the Movies: an introduction to philosophy, 2002, Routledge, London.

Page 26 of 96 pages


(In this book, Falzon discusses ways in which film can be used to understand philosophical ideas and positions – cinematic examples include Total Recall, Crimes and Misdemeanours, Monty Python & the Holy Grail, Wings of Desire, Matrix, Truman Show & Pleasantville) Another edition of the book is forthcoming.

Philosophers, 1989, Allen & Unwin, Boston.





Philosophical ideas & theories – Philosophy for Beginners

Philosophers – Plato for Beginners


de Botton, Alain, The Consolations of Philosophy 2002, (6 Part BBC Series, available as video or DVD in a range of outlets including ABC Stores).

Some websites












The TOK Teachers’ Link Page, n.d: http://home.swipnet.se/ulf_p/tok/tok.htm

Page 27 of 96 pages






















These were accurate at the time of publication.

Page 28 of 96 pages








Introduction to Philosophy a Value: 0.5

Prerequisites

Nil


Understand the general nature of philosophy as a study, particularly its relationship to other disciplines

Understand key terms in the philosopher’s lexicon and be able to apply them




Content

What is TOK?Questions raised in TOK: What can we know? Who am I? How must I act? What can

I hope for?Areas covered in TOK: short history of epistemology, language and thought ,

language and reality, language and culture, areas of knowledge and ways of knowing, art and the aesthetic, ethics and the nature of morality, theories of truth, truth and life

How is TOK related to philosophy? Introducing the major areas of philosophy: epistemology, ethics, metaphysics, ontology etc

Ways of knowing: reason, perception, emotion, imagination, intuition etcForms of Knowledge: Literature, Science, Mathematics, Philosophy, History,

Religion etc.

Philosophy and lived experienceWhat is philosophical wonder? What does it mean to philosophise about the world?Socrates and the examined life?Philosophy and self formationThe uses and 'consolation' of philosophy: what various philosophers have said about

the human condition.

Philosophical thinking and argumentWhat is clear thinking? What makes a good philosophical argument?What is reason and what are its limits?Examples of philosophical arguments.

Page 29 of 96 pages


Introduction to Epistemology: What can I know? ie the role of reason, emotion, intuition, our senses, in knowledge

claimsThe difference between belief and knowledge.












Eg: In Class Essay

Eg: Seminar







Effective and appropriate use of languages Weighting 60 – 70 % 30 – 40 %




Page 30 of 96 pages


Journal


journal entries demonstrate understanding of philosophical positions, identification of philosophical issues, present clear and coherent arguments and engage with these ideas, exploring conceptual connections and exercising self reflexivity in relation to content





time allowed: up to 1 hour 30 minutes

Research essay



offers a bibliography to demonstrate breadth of research


Aboriginal and Torres Strait Islander Education will be addressed by comparing indigenous ways of understanding and describing the world to the dominant Judeo Christian paradigm and its Hellenistic roots.








Books


Page 31 of 96 pages












Falzon, C., Philosophy Goes to the Movies: an introduction to philosophy, Routledge, London, 2002. (In this book, Falzon discusses ways in which film can be used to understand philosophical ideas and positions – cinematic examples include Total Recall, Crimes and Misdemeanours, Monty Python & the Holy Grail, Wings of Desire, Matrix, Truman Show & Pleasantville. Another edition of the book is forthcoming.)





The Icon Books, UK / Totem Books, USA / Allen & Unwin, Australia on:Philosophical ideas & theories – Philosophy for Beginners



de Botton, Alain, Consolations of Philosophy 2000, (6 Part BBC Series, available as video or DVD in a range of outlets including ABC Stores).

Some websites




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The TOK Teachers’ Link Page, no date: http://home.swipnet.se/ulf_p/tok/tok.htm








Page 33 of 96 pages



















Introduction to Philosophy b Value: 0.5

Prerequisites

Nil


Understand the general nature of philosophy as a study, particularly its relationship to other disciplines

Understand key terms in the philosopher’s lexicon and be able to apply them.




Content

Areas of inquiry covered in this unit:

Philosophy and lived experience

What is philosophical wonder? What does it mean to philosophise about the world?

Socrates and the examined life?

Philosophy and self formation

The uses and 'consolation' of philosophy: what various philosophers have said about the human condition.

Philosophical thinking and argument

What is clear thinking? What makes a good philosophical argument?

What is reason and what are its limits?

Examples of philosophical arguments.

Introduction to Epistemology

What can I know? What philosophers have said on the role of reason, emotion, intuition and our senses, in knowledge claims.

Page 34 of 96 pages













Eg: In Class Essay

Eg: Seminar











Journal


Page 35 of 96 pages








Research essay













Books




Page 36 of 96 pages









Falzon, C., Philosophy Goes to the Movies: an introduction to philosophy, Routledge, London, 2002. (In this book, Falzon discusses ways in which film can be used to understand philosophical ideas and positions – cinematic examples include Total Recall, Crimes and Misdemeanours, Monty Python & the Holy Grail, Wings of Desire, Matrix, Truman Show & Pleasantville. Another edition of the book is forthcoming.)







Philosophical ideas & theories – Philosophy for Beginners



de Botton, Alain: Consolations of Philosophy 2002, (6 part BBC Series, available as video or DVD in a range of outlets including ABC Stores).

Some websites





Page 37 of 96 pages





















Page 38 of 96 pages


















Language Meaning and Ethics Value: 1.0

Prerequisites

Nil


Identify relationships between ethics, language and enduring universal and individual dilemmas (eg Who am I? How might I live? How should I live?) with a view to critical reflection upon and rational justification of their personal philosophical positions.

Reflect critically on knowledge and justifications for ethical positions and develop clarity in thinking and language use


Understand the nature of ethics and communication, especially in relation to language, culture, history and the self


Content

Areas of inquiry covered within this unit:

Language, Society and the Development of SelfWho Am I?Views of the self – Descartes, Hume, Rousseau & Charles Taylor Charles Taylor’s view of the monological and dialogical self.

The relationship between language and thoughtThe relationship between language and thought The difference that language makes to thought (Hayakawa)The limits of language: poetry, religion and myth.

The relationship between Language, Culture and RealityLinguistic determinism and linguistic relativity: Whorf/Sapir thesisHow culture shapes language.

Language and PowerLanguage and persuasionLanguage and manipulation: media, advertising, propaganda, spin, political rhetoric

and jargon Ethical issues in the use of language.

Page 39 of 96 pages


What is Ethics? Identifying the dimensions of an ethical issueThe limits of language in ethical dialogueThe ethics of truthWhat makes a decision ethical?The impact of individualism and communalism on ethics.

Brief History of Ethical Thought Reason and ethics – from Socrates to SingerEthical schools of thought – eg emotivism, intuitism, utilitarianismDoes good exist independently? (Kant).

Applied Ethics Religion and ethicsProfessionsSocial context for ethicsDecision making.










Page 40 of 96 pages




Eg: In Class Essay

Eg: Seminar

Eg: Journal











Journal








Research essay




Page 41 of 96 pages










Special Needs Education will be addressed by inclusive practice and examining the concept of equity and other related philosophical concepts.

Work Education will be addressed through the development of skills in presenting an argument, and through encouraging ICT literacy in the research process.


General books






Books on Language

Christian, J.L., Philosophy: an Introduction to the Art of Wondering, 1990, Florida, Harcourt, Brace & Jonanovich. Chapters 3-3 & 4-4 on language. Chapter 8 on religion and myth.

Cica, N, ‘Spin, Lies and Democracy: Questioning the Morality of Professional Communication,’ in L & P Dobrez & J Lloyd-Jones eds., An ABC of Lying: Taking Stock in Interesting Times, 2004, Melbourne, Australian Scholarly Press.

Haines, S. Poetry and Philosophy from Homer to Rousseau: Romantic souls, realist lives, 2005, New York, Palgrave, Macmillan.

Page 42 of 96 pages


Hayakawa, S. I., ‘The Story of A-town and B-ville: Second Semantic Parable,’ in Language in Thought and Action, 1990, San Diego, Calif., Harcourt, Brace & Jonanovich.

Lamb, J, ‘ “I Will Miss You Beyond Words”: Poetry, Silence and the Inadequacy of Language,’ in K. Barnes, & J. Lloyd-Jones, eds., Words for Their Own Sake: The Pursuit of Literature in an Economic Rationalist World, 2004, Melbourne, Australian Scholarly Press.

Taylor, Charles, Sources of the Self: the making of the modern identity, 1989, Cambridge, Mass,Cambridge University Press.

Watson, D, Death Sentence: The Decay of Public Language, 2003, Sydney, Random House.

Weller, P, ‘The Truth, Not the Whole Truth and Nothing Like the Truth,’ in L & P Dobrez & J Lloyd-Jones eds., An ABC of Lying: Taking Stock in Interesting Times, 2004, Melbourne, Australian Scholarly Press.

Wierzbicka, A, Understanding Culture through their Key Words: English, Russian, Polish, German & Japanese, 1997, New York, Oxford University Press.

Sterba, James P, Morality in Practice, 1991, Wadsworth, Belmont.

Books on Ethics


Colgate, C, Just Between You and Me, 2004, Macmillan, Sydney.







Mackay, H., Right and Wrong: how to decide for yourself, 2004, Hodder, Sydney.




Philosophical ideas & theories – Ethics for Beginners

Philosophers – Kant for Beginners


Page 43 of 96 pages


de Botton, Alain, The Consolations of Philosophy, 2000, Penguin, Ringwood, VIC, (in six parts).

de Botton, Alain, Status Anxiety, 2004 (Camberwell, Penguin, Ringwood, VIC, in three parts).

Both have run as television series and available on video & DVD.


Some websites


















Page 44 of 96 pages























Page 45 of 96 pages



Language Meaning and Ethics a Value: 0.5

Prerequisites

Nil

Specific Unit Goals

This unit should enable students to:

Identify relationships between ethics, language and enduring universal and individual dilemmas (eg Who am I? How might I live? How should I live?) with a view to critical reflection upon and rational justification of their personal philosophical positions.

Reflect critically on knowledge and justifications for ethical positions and develop clarity in thinking

Develop familiarity with the basic terms and concepts of the philosophy of language


Understand the nature of ethics, especially in relation to language, culture, history and the self


Content


An introduction to the philosophy of Language (explored further in TOK 2b)Determining selfThe relationship between language and thought.

The limits of languageLinguistic determinism and linguistic relativityThe manipulative nature of language – media, advertising, propaganda, political

rhetoric, management jargon, technical jargon, academic jargon etc.

What is Ethics? Identifying the dimensions of an ethical issueThe ethics of truthWhat makes a decision ethical?The impact of individualism and communalism on ethics.

Brief History of Ethical Thought Reason and ethics – from Socrates to SingerEthical schools of thought – eg emotivism, intuitism, utilitarianism

Page 46 of 96 pages


Does good exist independently? (Kant).

Applied Ethics Religion and ethicsProfessionsSocial context for ethicsDecision making.












Eg: In Class Essay

Eg: Seminar










Page 47 of 96 pages



Journal








Research essay













Page 48 of 96 pages



Books




Christian J.L., Philosophy: an Introduction to the Art of Wondering, 1990, Florida, Harcourt, Brace & Jonanovich, Chapters 3-3 & 4-4 on language. Chapter 8 on religion and myth.

Cica, N., ‘Spin, Lies and Democracy: Questioning the Morality of Professional Communication,’ in L & P Dobrez & J Lloyd-Jones eds., An ABC of Lying: Taking Stock in Interesting Times, 2004, Melbourne, Australian Scholarly Press.

Haines S., Poetry and Philosophy from Homer to Rousseau: Romantic souls, realist lives, 2005, New York, Palgrave, Macmillan.

Hayakawa, S. I., ‘The Story of A-town and B-ville: Second Semantic Parable,’ in Language in Thought and Action, 1990, San Diego, Calif., Harcourt, Brace & Jonanovich.

Lamb, J, ‘ “I Will Miss You Beyond Words,”: Poetry, Silence and the Inadequacy of Language,’ in K. Barnes, & J. Lloyd-Jones, eds., Words for Their Own Sake: The Pursuit of Literature in an Economic Rationalist World, 2004, Melbourne, Australian Scholarly Press.


Taylor, C., Sources of the Self: the making of the modern identity, 1989, Cambridge, Mass,Cambridge University Press.

Watson, D, Death Sentence: The Decay of Public Language, 2003, Sydney, Random House.

Weller, P, ‘The Truth, Not the Whole Truth and Nothing Like the Truth,’ in L & P Dobrez & J Lloyd-Jones eds., An ABC of Lying: Taking Stock in Interesting Times, Melbourne, 2004, Australian Scholarly Press.

Wierzbicka, A, Understanding Culture through their Key Words: English, Russian, Polish, German & Japanese, 1997, New York, Oxford University Press.





Falzon, C., Philosophy Goes to the Movies: an introduction to philosophy, 2002, Routledge, London. (In this book, Falzon discusses ways in which film can be used to understand philosophical ideas and positions – cinematic examples include Total Recall, Crimes and Misdemeanours, Monty Python & the Holy Grail, Wings of Desire, Matrix, Truman Show & Pleasantville. Another edition of the book is forthcoming.)

Page 49 of 96 pages




de Botton, Alain, Status Anxiety, 2004, Camberwell, Penguin, Ringwood, VIC (in three parts).


Some websites:



















Page 50 of 96 pages





















Language Meaning and Ethics b Value: 0.5

Prerequisites

Nil


Identify relationships between philosophy and enduring universal and individual dilemmas (eg Who am I? How do I communicate meaningfully? ) with a view to critical reflection upon and rational justification of their personal philosophical positions

Reflect critically on thought and meaning, develop justifications for value positions and clarity in thinking and language use


Understand the nature of language and communication, especially in relation to culture, history and the self


Content


Language, Society and the Development of SelfWho Am I?Views on the pre-social self – the ready-made self (Rousseau)The dialogical self and the monological self (Charles Taylor, Mikhail Bakhtin).

The relationship between language and thoughtThe relationship between language and thought (Martin Buber)The limits of language.

The relationship between Language, Culture and RealityLinguistic determinism and linguistic relativityThe relationship between Time and Meaning (Hopi Indian culture).

Language and PowerThe manipulative nature of language – media, advertising, propaganda, political

rhetoric, management jargon, technical jargon, academic jargon etc.

Further ethical issuesExploring a range of topical ethical issues with an aim to developing a personal ethic.

Page 51 of 96 pages













Eg: In Class Essay

Eg: Seminar











Journal


good journal entries demonstrate understanding of philosophical positions, identification of philosophical issues, present clear and coherent arguments and

Page 52 of 96 pages


engage with these ideas, exploring conceptual connections and exercising self reflexivity in relation to content






Research essay














Books




Page 53 of 96 pages




Colgate, Christina, Just Between You and Me, 2004, Macmillan, Sydney.






Mackay, H., Right and Wrong: how to decide for yourself, 2004, Sydney, Hodder.

Russell, B, History of Western Philosophy, 1984, London, Unwin Paperbacks.







Falzon, C., Philosophy Goes to the Movies: an introduction to philosophy, 2002, Routledge, London. (In this book, Falzon discusses ways in which film can be used to understand philosophical ideas and positions – cinematic examples include Total Recall, Crimes and Misdemeanours, Monty Python & the Holy Grail, Wings of Desire, Matrix, Truman Show & Pleasantville. Another edition of the book is forthcoming.)



de Botton, Alain, Status Anxiety, 2004 (Camberwell, Penguin, Ringwood, VIC (in three parts).


Some websites:


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Ways of Knowing Value: 1.0

Prerequisites

Nil

Specific Unit Goals


Understand the nature of knowledge, especially in relation to language, culture, history and the self.

Understand the source, limitations and lexicons of the various forms of knowledge particularly the nature of the academic disciplines.

Reflect critically on a range of ways of interpreting knowledge and experience with a view to developing clarity of thinking and their own philosophical position.


Content


The nature of knowledgeWhat can we know?What are different kinds of knowledge? What are the different forms of enquiry?

Different views of knowingRationalism, empiricism, idealism and ideology Logical techniques for acquiring and testing knowledge induction, deduction and

dialectic.

Science as a way of KnowingThe history of scientific thought; paradigms. The nature of scientific theory Popper, falsifiability, Scepticism; Michael Polanyi and scientific objectivityGreat scientific thinkersAlternative scientific belief (alternative medicine, creationism, intelligent design etc) The limits of science.

Ways of knowing & forms of knowledge: with reference to notions like truth, objectivity and tests for truth, such as the following:

History as a way of knowing What is an historical fact?What is the role of interpretationWhat does objectivity mean?What are the tests for historical claims?

Page 56 of 96 pages


Religious belief What is religious truth? What is the nature of religious experience?What are religious forms of life? How do we authenticate religious claims?

The Human SciencesHow do they differ from natural sciences?What is the role of interpretation (the hermeneutical philosophers)What does objectivity mean in areas like sociology and psychology?

Literature as a way of knowing. What truths are found in literature?How are such truths authenticated?

Mathematics as a way of knowingHow does mathematics help us to describe and understand the world?Is mathematics discovered or invented?









Use of a journal to consolidate understanding and develop lines of argumentation.

Page 57 of 96 pages




Eg: In Class Essay

Eg: Seminar

Eg: Journal











Journal








Research essay


presents a structured argument and articulates a position


Page 58 of 96 pages













Books








Gaader, J., Sophie’s World: an adventure in philosophy, 1995, Phoenix, London.



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Polanyi, M, and Prosch, H, Meaning, 1975, University of Chicago Press, Chicago, is an excellent introduction to the philosophy of Michael Polanyi, in particular his views on scientific discovery and ‘personal knowledge’, pp. 3- 65.

Russell, B, History of Western Philosophy, 1984, Unwin Paperbacks, London.


Woolman, M, Ways of Knowing: An Introduction to Theory of Knowledge, 2000, IBID Press, Victoria, Australia.

Magee Bryan Men of ideas BBC 1978

New internationalist magazine

The Guardian Weekly newspaper

The Sydney morning Herald


Philosophical ideas & theories – Postmodernism for Beginners, Philosophy for Beginners and Chaos for Beginners

Philosophers – Plato for Beginners, Nietzsche for Beginners, Sartre for Beginners and Marx for beginners


Australian Broadcasting Corporation: The Big Picture

'Primal Instincts' Series Episode 1: Anger, Episode 2: Happiness, Episode 3-Fear, 2004

SBS Corporation, Clear Blue Skies Productions Series: Evolution, 2001


Some websites





International School of Toulouse Humanities Department IB TOK site, 2002 (?): http://www.ibtok.com



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Ways of Knowing a Value: 0.5

Prerequisites

Nil


Understand the nature of knowledge, especially in relation to language, culture, history and the self.

Understand the source, limitations and lexicons of the various forms of knowledge particularly the nature of the academic disciplines.

Reflect critically on a range of ways of interpreting knowledge and experience with a view to developing clarity of thinking and their own philosophical position.


Content


This unit is designed to be a general introduction to empiricism, covering the content of the full unit in an introductory way.The nature of knowledge:What can we know?What are different kinds of knowledge? What are the different forms of enquiry?

Different views of knowing: Rationalism, empiricism, idealism and ideology Logical techniques for acquiring and testing knowledge induction, deduction and

dialectic.

Science as a way of KnowingThe history of scientific thought; paradigmsThe nature of scientific theory Popper, falsifiability, Scepticism; Michael Polanyi and scientific objectivityGreat scientific thinkersAlternative scientific belief. (alternative medicine, creationism etc) The limits of scienceAlternative scientific belief. (alternative medicine, creationism etc).

Ways of knowing and forms of knowledge: with reference to notions like truth, objectivity and tests for truth, such as the following:

History as a way of knowing What is an historical fact?What is the role of interpretation

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What does objectivity mean?What are the tests for historical claims?



Literature as a way of knowing. What truths are found in literature?How are such truths authenticated?

Mathematics as a way of knowingHow does mathematics help us to describe and understand the world?








Guest speakers should be actively encouraged.

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Eg: In Class Essay

Eg: Seminar











Journal:








Research essay




Page 64 of 96 pages























Page 65 of 96 pages



Gaarder (Gaader), J., Sophie’s World: an adventure in philosophy, 1995, Phoenix, London.


Woolman, M., Ways of Knowing: an introduction to Theory of Knowledge, 2000, IBID, VIC.


Magee, Bryan, Men of ideas, BBC 1978.



The Sydney Morning Herald



Philosophers – Plato for Beginners, Nietzsche for Beginners, Sartre for Beginners and Marx for beginners.



'Primal Instincts' Series Episode 1: Anger, Episode 2: Happiness, Episode 3- Fear, 2004



Some websites








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Ways of Knowing b Value: 0.5

Prerequisites

Nil


Further develop their understanding the nature of knowledge, especially in relation to empiricism, language, culture, history and the self.

Understand the source, limitations and lexicons of the various forms of knowledge particularly the nature of the academic disciplines

Reflect critically on a range of ways of interpreting knowledge and experience with a view to developing clarity of thinking and their own philosophical position


Content


Within this unit students will further explore the areas of epistemology listed below.

The nature of knowledge

What can we know?

What are different kinds of knowledge?

What are the different forms of enquiry?

Different views of knowing

Rationalism, empiricism, idealism and ideology

Logical techniques for acquiring and testing knowledge induction, deduction and dialectic.

Science as a way of Knowing

The history of scientific thought; paradigms

The nature of scientific theory

Popper, falsifiability, Scepticism; Michael Polanyi and scientific objectivity

Great scientific thinkers

Alternative scientific belief. (alternative medicine, creationism etc)

The limits of science

Alternative scientific belief. (alternative medicine, creationism etc).

Ways of knowing & forms of knowledge: with reference to notions like truth, objectivity and tests for truth, such as the following:

Page 68 of 96 pages


History as a way of knowingWhat is an historical fact?What is the role of interpretationWhat does objectivity mean?What are the tests for historical claims?



Literature as a way of knowingWhat truths are found in literature?How are such truths authenticated?

Mathematics as a way of knowingHow does mathematics help us to describe and understand the world?









Use of a journal to consolidate understanding and develop lines of argumentation.

Page 69 of 96 pages




Eg: In Class Essay

Eg: Seminar











Journal








Research essay




Page 70 of 96 pages













Books










Page 71 of 96 pages






Woolman, M, Ways of Knowing: An Introduction to Theory of Knowledge, 2000, IBID Press, Victoria, Australia.

Magee, Bryan, Men of idea,s BBC 1978



The Sydney Morning Herald



Philosophers – Plato for Beginners, Nietzsche for Beginners, Sartre for Beginners and Marx for beginners



'Primal Instincts' Series Episode 1: Anger, Episode 2: Happiness, Episode 3- Fear, 2004



Some websites








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Aesthetics and Truth Value: 1.0

Prerequisites

Nil

Specific Unit Goals


Identify relationships between philosophy and enduring universal and individual questions relating to the nature of the aesthetic experience

Reflect with a view to rational justification of personal positions as to what can be regarded as aesthetic in terms of body image, art and the natural environment

Recognise connections between contemporary questions in both aesthetics and the nature of truth and philosophical insights of the past and actual lives

Understand the nature of aesthetic knowledge and truth, especially in relation to relativism and subjectivism

Understand the source, limitations and lexicon of the various forms of aesthetic knowledge, particularly the nature of critical art theory and its relationship to ‘lived experience’

Develop a range of learning strategies that allow active membership of a critically appreciative arts community

Reflect critically on knowledge and justifications for truth claims, value positions and world views to develop clarity in thinking

Understand the philosophical debates on the conception of truth and the main positions represented in these debates.

Content

The physical aestheticThe evolution of the perception of physical beauty as influenced by history, cultural

diversity and contemporary pressures (such as that from the mass media)Body image and its role in perception/construction of ‘self’The perception of physical beauty as an innate or learned constructThe Golden RatioMorality and Beauty eg Beauty = GoodnessThe language of fashion.

History of aestheticsImportant philosophers and periods-Plato, Aristotle, Kant, Croce, Heidegger,

Schopenhauer, Nietzsche, Roman Classicism, the Renaissance, Romantic Era.

Art and the Aesthetic ExperienceWhat is art? Should we judge? Who judges? Criteria?Art for Art’s sakeArt and life

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Art and cultural differencesAesthetic relativism/subjectivismWhy do we value art? Is there an x factor?The aesthetic response-role of distance and detachment-KantWhat is aestheticism?Art and truthArt and CensorshipArt and emotion – ‘the contagion theory’ of transference of emotionTheories of taste and criticismArt and mimetic theory – Aristotle et al.

Environmental AestheticsThe sublime in natureAesthetic response to natural world – ways of seeingThe role of art in defining our response to the natural world Impact of aesthetics on society (eg advertising, design, architecture, work

environment, city design, public art spaces, philosophies such as feng shui, art as therapy both as process and product).

Views on the sources of knowledgeRationalism: Plato, Descartes, Leibniz, Spinoza etcEmpiricism: Hume, Locke, Berkeley etcRomanticism: Coleridge, Wordsworth, Shelley, HerderHermeneutical philosophy: Dilthey, Heidegger, Gadamer, Ricoeur.

Theories on how we determine something to be trueCorrespondence theory of truthCoherence theory of truthPragmatic theory of truthPraxis: truth and action.

Debates on truthOn objective and subjective truth: Hegel, Kierkegaard, Logical Positivism, Michael

Polanyi etcOn realism and non realism: Thomas Reid and common sense realism, Russell and

Logical Atomism, Peirce and scientific realism, Berkeley and Hegel and anti-realism, Baudrillard and Postmodernist non realism

Interrogations of mainstream notions of truth: Kierkegaard, Nietzsche, Heidegger, Wittgenstein, Richard Campbell etc

Postmodern perspectives on the philosophical conception of truth: Lyotard, Derrida, Foucault, Richard Rorty etc

Feminist critiques of mainstream philosophical notions of truth: Luce Irigaray, Donna Harraway, Sandra Harding, Lorraine Code, Genevieve Lloyd, Moira Gatens.

Views on truth and life

The following indicate the approach intended for the use of case studies – Vaclev Havel, for example, provides a clear illustration of personal autonomy.

Page 75 of 96 pages


The relationship between truth and life: what does it mean to live truthfully? What are principles? How should we live in the light of them? How should we regard

our own principles and convictions? How is this related to personal autonomy?What philosophers have said about the question: Kierkegaard, Nietzsche,

Wittgenstein, Raimond GaitaExploring these questions in the lives of people we admire.




Use of the dialectic to structure students’ thinking and responses.








Eg: In Class Essay

Eg: Seminar

Eg: Journal










Page 76 of 96 pages



Journal








Research essay





Aboriginal and Torres Strait Islander Education will be addressed through examination of the importance of art as a religious and social construct in aboriginal culture.








Page 77 of 96 pages




General books






Books on philosophers & philosophies

Aung San Suu Kyi, see websites below.

Cahn, S, Classics of Western Philosophy, 6th edition, 2002, New York, Hackett Publishing.


Honderich, T. ed, The Oxford Companion to Philosophy, 1995, Oxford University Press, Oxford and New York.

Havel, V, see websites below.

Magee, B, The Story of Philosophy, 1998, London, Dorling Kindersley.

The Beginners Documentary Comic Book Philosophy Series eg. Osborne, R, Philosophy for Beginners

Strathern, P, The Essential Philosophers Series, London, Virgin Books.

On the relationship between Philosophy and Life

Vardy, P, What is Truth? Beyond Postmodernism and Fundamentalism, 2003, London, John Hunt Publishing.

Gaita, Raimond, A Common Humanity: Thinking about Love and Truth and Justice, 1999, Melbourne, Text Publishing.


Philosophical ideas & theories – Postmodernism for Beginners, Modernism for Beginners, Romanticism for Beginners and Aristotle for Beginners

Philosophers – Aristotle for Beginners, Nietzsche for Beginners and Sartre for Beginners


de Botton, Alain: Consolations of Philosophy, 2002 (6 part BBC Series, available as video or DVD in a range of outlets including ABC Stores).

de Botton, Alain, Status Anxiety , 2004 (Camberwell, Penguin, Ringwood, VIC, in three parts).

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The Consolations of Philosophy. 6 Part Series on ABC Available as Video/DVD at ABC outlets

Status Anxiety. 3 Part Series on ABC Available as Video/DVD at ABC outlets

Some websites:

Bogyoke Aung San of Burma: Speeches of Aung San Suu Kyi: http://www.aungsan.com/Speeches.htm



Famous Quotes by Aung San Suu Kyi, US Campaign for Burma, http://www.uscampaignforburma.org/assk/ASSKquotes.html











The Need for Transscendence in the Postmodern World - Vaclev Havel, 1994: http://www.worldtrans.org/whole/havelspeech.html





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http://www.worldtrans.org/whole/havelspeech.html













http://www.uscampaignforburma.org/assk/ASSKquotes.html



http://www.aungsan.com/Speeches.htm





Vaclav Havel (1936-), 2003: http://www.kirjasto.sci.fi/vhavel.htm

Vaclav Havel: from "bourgeois reactionary" to president, Radio Prague, 2005: http://www.radio.cz/en/article/36022

Vaclav Havel - Closet Theologian? ABC Radio, Sunday 27 February 2005: http://www.abc.net.au/rn/relig/enc/stories/s1308545.htm

Velvet President: Vaclev Havel – Article by Matt Welch, 2003, http://www.reason.com/0305/fe.mw.velvet.shtml


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http://www.reason.com/0305/fe.mw.velvet.shtml

http://www.abc.net.au/rn/relig/enc/stories/s1308545.htm

http://www.radio.cz/en/article/36022

http://www.kirjasto.sci.fi/vhavel.htm





Aesthetics Value: 0.5

Prerequisites

Nil


Identify relationships between philosophy and enduring universal and individual questions relating to the nature of the aesthetic experience

Reflect with a view to rational justification of personal positions as to what can be regarded as aesthetic in terms of body image, art and the natural environment

Recognise connections between contemporary questions in aesthetics and philosophical insights of the past

Understand the nature of aesthetic knowledge, especially in relation to aesthetic relativism and subjectivism

Understand the source, limitations and lexicon of the various forms of aesthetic knowledge, particularly the nature of critical art theory and its relationship to ‘lived experience’

Develop a range of learning strategies that allow active membership of a critically appreciative arts community.

Content

The physical aestheticThe evolution of the perception of physical beauty as influenced by history, cultural

diversity and contemporary pressures (such as that from the mass media)Body image and its role in perception/construction of ‘self’The perception of physical beauty as an innate or learned constructThe Golden RatioMorality and Beauty eg Beauty = GoodnessThe language of fashion.

History of aestheticsImportant philosophers and periods – Plato, Aristotle, Kant, Croce, Heidegger,

Schopenhauer, Nietzsche, Roman Classicism, the Renaissance, Romantic Era.

Art and the Aesthetic Experience:What is art? Should we judge? Who judges? Criteria?Art for Art’s sakeArt and lifeArt and cultural differencesAesthetic relativism/subjectivismWhy do we value art? Is there an x factor?The aesthetic response-role of distance and detachment – Kant

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What is aestheticism?Art and truthArt and CensorshipArt and emotion – ‘the contagion theory’ of transference of emotionTheories of taste and criticismArt and mimetic theory – Aristotle et al.

Environmental AestheticsThe sublime in natureAesthetic response to natural world-ways of seeingThe role of art in defining our response to the natural world Impact of aesthetics on society (eg advertising, design, architecture, work

environment, city design, public art spaces, philosophies such as feng shui, art as therapy both as process and product).




Use of the dialectic to structure students’ thinking and responses.






Page 82 of 96 pages




Eg: In Class Essay

Eg: Seminar











Journal








Research essay




Page 83 of 96 pages



Aboriginal and Torres Strait Islander Education will be addressed through examination of the importance of art as a religious and social construct in aboriginal culture.






Multicultural Education will be addressed by relating aesthetic concepts to a variety of cultures, times and contexts.




General books






Books with sections on aesthetics

Each of the books below has a section on aesthetics in their general text:




Page 84 of 96 pages


Gaader, J., Sophie’s World: an adventure in philosophy, 1995, Phoenix, London.


Horner, C & Westacott, E Thinking Through Philosophy: An Introduction, 2000, CambridgeUniversity Press, Cambridge.

David Lyon, Postmodernity, 1994, University of Minnesota Press, Minneapolis.


Woolman, M., Ways of Knowing: an introduction to Theory of Knowledge, 2000, IBIB, VIC.

Aesthetics Specific:

De Botton, Alain, The Art of Travel, 2002, Penguin, Camberwell, VIC.

De Botton, Alain, Status Anxiety, 2004, Penguin, Camberwell, VIC.






de Botton, Alain, Status Anxiety 2004, (Camberwell, Penguin, Ringwood, VIC, in three parts).

Some websites:









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Theories of Truth Value: 0.5

Prerequisites

Nil

Specific Unit Goals


Identify relationships between philosophy and enduring universal and individual dilemmas (eg Who am I? How might I live? What can I hope for?) with a view to critical reflection upon, and rational justification of, their personal philosophical positions.

Reflect critically on knowledge and justifications for truth claims, value positions and world views to develop clarity in thinking

Recognise connections between contemporary questions and philosophical insights past and present

Understand the philosophical debates on the conception of truth and the main positions represented in these debates

Develop a range of learning strategies that will allow them to consider conceptions of truth in critical and reflective ways

Recognise the relevance of truth to living and to actual lives.

Content

Views on the sources of knowledge:Rationalism: Plato, Descartes, Leibniz, Spinoza etcEmpiricism: Hume, Locke, Berkeley etcRomanticism: Coleridge, Wordsworth, Shelley, HerderHermeneutical philosophy: Dilthey, Heidegger, Gadamer, Ricoeur.

Theories on how we determine something is true:Correspondence theory of truthCoherence theory of truthPragmatic theory of truthPraxis: truth and action.

Some debates on truthOn realism and non realism: Berkeley and idealism, Thomas Reid and common sense

realism, Russell and Logical Atomism, Peirce and scientific realism, Baudrillard and postmodernist non realism etc

Postmodern perspectives on the philosophical conception of truth: Derrida, Foucault, Richard Rorty etc

Feminist critiques of mainstream philosophical notions of truth: Lorraine Code, Donna Harraway, Genevieve Lloyd etc

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Views on truth and lifeThe relationship between truth and life: what does it mean to live truthfully? What are principles and values? How should we live in the light of them? What philosophers have said about the question: Socrates, Kierkegaard, Nietzsche,

Richard Campbell etcExploring these questions in the lives of people we admire












Eg: In Class Essay

Eg: Seminar










Page 88 of 96 pages



Journal








Research essay










Multicultural Education will be addressed by relating truth concepts to a variety of cultures, times and contexts.



Page 89 of 96 pages



General books






Books with sections on theories of truth

Allen, B, Truth in Philosophy, Harvard University Press, Cambridge, MASS, London, England. Has a good historical introduction on ‘Classical Philosophy of Truth’ and ‘Modern Truth’, followed by sections on Nietzsche, James, Heidegger, Derrida, Wittgenstein and Foucault.

Anderson, W A T, The Truth about the Truth: Deconfusing and Re-constructing the Postmodern World, 1995, Tarcher/Partnum Book, New York. Has essays on ‘postmodern’ positions on the question.

Campbell, R, Truth and Historicity, 1991, Clarendon Press, Oxford. Is a comprehensive account of notions of truth in the history of philosophy but it is long and difficult read. A recent and more accessible account of Campbell’s conception of truth as ‘faithfulness’ is an essay entitled ‘Truth, Process and Faithfulness,’ in God Down Under: Theology in the Antipodes, 2003, edited by Winifred W.H. Lamb and Ian Barns, ATF Press, Adelaide, pp. 171-200.

Code, L, Rhetorical Spaces: Essays on Gendered Locations, 1995, Routledge, New York and London. The introduction and first chapter, ‘Responsibility and Rhetoric’ introduce Code’s main ideas on how feminism challenges ‘mainstream’ epistemology. Other essays discuss issues of voice, position, power and embodiment and their relevance to how epistemology is conceived. See also, her ‘Taking Subjectivity into Account,’ in Feminist Epistemologies, 1993, edited by Linda Alcoff and Elizabeth Potter, Routledge, New York and London, pp.15-34.

Cooper, D E, Epistemology: The Classic Readings, 1999, Blackwell, Oxford and Malden, MASS Has a good introduction on various epistemological positions and readings from Plato to Wittgenstein.

Cooper, D E, World Philosophies, 1996, Blackwell, Oxford, UK and Cambridge, USA. Is a useful general reference.

de Botton, A, Consolations of Philosophy, 2000, Penguin Books, Ringwood, VIC (video/DVD versions). Explores how philosophy can address common human problems and motivate us in our lives.

Harraway, D, Situated Knowledges: the Science Question in Feminism and the Privilege of a Partial Perspective, 1988, Feminist Studies 14 (#3), 575-599.

Honderich, T. ed, The Oxford Companion to Philosophy, 1995, Oxford University Press, Oxford and New York, pp. 746-748.

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Honderich, T, ed., The Oxford Companion to Philosophy, 1995, Oxford University Press, Oxford and New York. Has a general entry on the notion of truth pp. 881-3.

Lloyd, G, The Man of Reason: ‘Male’ and ‘Female’ in Western Philosophy, 1984, University of Minnesota Press, Minneapolis. Remains something of a classic on a feminist history of reason in western philosophy.

Scruton, R, A Short History of Modern Philosophy, 1991, Routledge, London. Has useful sections on the following: Rationalism, pp. 27-80; Empiricism, pp. 83-134; Hegel, pp. 165-180; Reactions to Hegel: Schopenhauer, Kierkegaard and Nietzsche, pp. 181-94.

Solomon, R C, and Higgins, K M, A Short History of Philosophy, 1996, Oxford University Press, Oxford and New York. Offers an accessible overview with useful sections on ancient philosophy, modern philosophy and the Enlightenment and twentieth century movements.

Solomon , R C and Higgins, K M, A Short History of Philosophy, 1996, Oxford University Press, Oxford and New York. Has a useful introduction on ‘the feminization of philosophy,’ pp. 286-291.

Urmson, J O and Rée, J, The Concise Encyclopedia of Western Philosophy & Philosophers, 1988, Allen & Unwin, Boston. Has good entries on theories of truth pp. 316-8; realism pp. 273-274 and a number of philosophers mentioned.

The Introducing series published by Icon Press are useful for various philosophers and positions mentioned, eg. Dave Robinson and Oscar Zarate, Introducing Kierkegaard, 1998, Icon Books,

Cambridge, UK. Duncan Heath and Judy Boreham, Introducing Romanticism, 2005, ICON Press,

Cambridge, UK.

Books with sections on aesthetics

Each of the books below has a section on aesthetics in their general text:



Deutsch, E and Bontekoe, R. eds., A Companion to World Philosophies, 1999, Blackwell, Oxford.



Horner, C & Westacott, E Thinking Through Philosophy: An Introduction, 2000, Cambridge University Press, Cambridge.

David Lyon, Postmodernity, 1994, University of Minnesota Press, Minneapolis.


Page 91 of 96 pages


Woolman, M., Ways of Knowing: an introduction to Theory of Knowledge, 2000, IBIB, VIC.






On realism, non realism and critical realism

Anderson, W.A.T., Reality Isn’t What It Used to Be: Theatrical Politics, Ready-to-Wear Religion, Global Myths, Primitive Chic and Other Wonders of the Postmodern World, Harper & Row, San Francisco, 1990, 75. Includes a story from baseball to introduce positions of realism, non realism and critical realism.




Some websites:










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Independent Research Project Value: 0.5

Prerequisites

Only to be taken at the end of Year 12 to complete a major or minor course


Identify relationships between philosophy and enduring universal and individual dilemmas (eg Who am I? How might I live? What can I hope for?) to with a view to critical reflection upon and rational justification of their personal philosophical positions

Reflect critically on knowledge and justifications for truth claims, value positions and world views to develop clarity in thinking and a healthy openness to new ideas


Understand the nature of knowledge, especially in relation to language, culture, history and the self

Understand the source, limitations and lexicon of the various forms of knowledge, particularly the nature of the academic disciplines and their relationship to ‘lived experience’


Content

As this is an independent research project the content will be drawn from any area of the theory of knowledge course. Students will select an area of research and develop a personal philosophy on an issue. Central to the course will be an on line web based journal through which they will discuss and develop ideas and record their on ongoing research.

Areas to choose from could include:The nature of knowledge: What can we know?Philosophies of the Self: Who am I?Ethics and morals and their role in shaping our lives: How might I live? What might I

hope for?Knowledge as expressed through disciplines or fields of study such as Sciences,

Mathematics, Literature, History, Politics and Economics.The nature of beauty and the development of an aesthetic senseParticular philosopher or philosophyPhilosophical issues raised by current debate or event

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This is an offline web based unit. Students choosing to undertake this study will focus on developing the following essential skills

Investigation and Independent Research(location, selection and interpretation of information from various sources)

Critical reflection(analysis and evaluation of information, philosophical theories/concepts/perspectives and ethical issues and self evaluation/ self reflexivity as an integral part of this process)

Communication(presenting knowledge and ideas in a variety of forms and forums appropriate to different audiences)

The student participating in this unit will need to develop a line of enquiry and record all research and responses in a weekly email journal. Maintenance of the journal as a less formal instrument for promoting dialogue with the teacher, and a more personal and continuous means of processing and reflecting on course content, should be actively encouraged.

Students will be required to present a seminar on their topic, preferably to another Theory of Knowledge class, followed by a research essay of 2000 words.



Eg: In Class Essay

Eg: Seminar











Journal


Page 95 of 96 pages




Research essay




SeminarStudents will be required to present a seminar on their topic, preferably to another

Theory of Knowledge class.









Specific Unit ResourcesThere are no specific unit resources as it is dependent on the line of enquiry that the student chooses, but the general bibliography is an excellent starting point.

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Theory_of_Knowledge_06-09