HZT4U
Philosophy: Questions and Theories

Overview

This Unit lays the foundation for this course.

We begin by defining what Philosophy is and why it is worthy of study. In addition, we will further define how this course will present big “P” Philosophy from the more personal little “p’, philosophy that will be the focus for the culminating unit.

We will introduce some of the key philosophers and philosophical doctrines that will be studied in this course; at the same time, also examine not just the difference between a “philosopher” and a “thinker”, but address the missing voices in the traditional study of Philosophy.

To conclude this unit, we will lay the groundwork for all future discussions in this course, by examining  how logic and reason are integral to any philosophical discussion. Defining the characteristics of an effective argument, recognizing logical fallacies, how to dialogue, and engaging critical thinking when presenting and defending ideas - all necessary skills to proceed in future units and activities.

As the foundation unit, the concepts and skills introduced here will be used throughout the rest of the course. The Philosopher’s Notebook, the protocols regarding online etiquette, the skills that we practice when engaged in discourse - all of this comprises the foundation unit.

Unit 1 Activities

Activity 1: Defining Philosophy
Activity 2: Ideas that Matter
Activity 3: Introduction to Philosophical Reasoning

Overview

In this unit, you will explore concepts, sources and philosophers relating to issues “beyond the physical” - the branch of Philosophy known as metaphysics.

In the first activity, you will be introduced to metaphysics and how it uniquely straddle between Philosophy and Science by supplanting empirical proof for abstractions.

In the second activity, you will explore the metaphysical reasoning regarding self and identity. In particular, you’ll be asked to consider the mind/body debate - where does the self/identity/consciousness/soul reside? Are we physical or spiritual beings? Stripped of expectations and social constructs, how would we recognize our authentic selves?

In the third activity, you will examine a fundamental question in metaphysics, “Is there a ‘meaning’ to our existence?”

We will conclude this unit with a round table discussion on the possibility that a Supreme or Divine Being exists. What are the ramifications to human life if it does? What if it doesn’t?

Unit 2 Activities

Activity 1: What is Metaphysics?
Activity 2: The Self and Other
Activity 3: The Search for Meaning
Activity 4: The Search for a Supreme Being

Overview

In this unit, you will investigate the nature and scope of human knowledge.  

In the first activity, you will begin by establishing what is meant by the term, ‘knowledge,’ and explore the reasoning used to determine ‘what we know,’ and ‘how do we know what we know’ from an epistemological perspective. You will investigate the nature and scope of human knowledge by examining ways of knowing, how you attain knowledge, and the connection between truth, knowledge, and beliefs. 

In the second activity, you will further explore the trifecta of truth, knowledge, and belief. In particular, you will examine how we justify beliefs and understand and define ‘truth.’

You will then focus on issues related to the lack of diversity in the Western traditions of Philosophy. You will investigate the ways of knowing that are part of the epistemological traditions of those who historically have not had a voice, and whose perspectives are often not considered when studying epistemology. You will question how we attest to having an understanding of truth, knowledge, and belief.  For example, what if we are missing the perspectives of women and Indigenous Peoples?

In the final activity of this unit, you will engage in a round table discussion about whether there are limits to human knowledge and whether we can ever know if we perceive the world as it really is.
 

Unit 3 Activities

Activity 1: The Origins of Knowledge and Truth
Activity 2: Justifying Belief
Activity 3: Decolonizing Philosophy
Activity 4: The Limits of Human Knowledge

Overview

This unit is devoted to that branch of philosophy that is concerned with questions related to “right action” - Ethics. 

Throughout this unit, you will examine what it means to do ‘good,’ and question why you feel compelled to do so.

The first activity begins with defining what ethics is - introducing the three forms -  Metaethics, Normative Ethics, and Applied Ethics. You will be introduced to how morals and ethics are related, yet different, by exploring the various sources from which we derive the ‘rules’ that inform our ethics - as a society and as individuals. 

The second activity focuses on the concept of ‘duty.’ In particular, we will consider to whom we owe the greatest obligation when making ethical decisions. You will be introduced to several theories regarding the rules of responsibility and duty. Then you will have the opportunity to analyse ethics in the media by looking at how ethical dilemmas are portrayed in popular media, and how that may inform your perception of what is ‘right’ and ‘wrong,’ or ‘good’ and ‘bad.’

In the third activity, you will apply ethical reasoning to real world situations and controversies, and explain your reasoning for taking one action over another. You will be asked to explain what informs your mindset and worldview.

In the final activity, you will engage in a round table to reflect on what you have learned.  You will also ponder what it means to live a ‘good life’ in relation to your ethical and moral obligations to society and to yourself. 

Unit 4 Activities

Activity 1: Defining Ethics
Activity 2: Exploring Ethics
Activity 3: Ethics IRL
Activity 4: What is the Good Life?

Overview

What makes something beautiful? What makes an object a work of Art? How do artists convey messages in a unique “language” that speaks primarily to our senses? 

In this unit, we will explore the Philosophy of Art. 

By examining Aesthetics, we will determine how our worldview, our understanding and perception of beauty and taste, relates to what we define as Art. While art critics will judge what is and is not art, based on prevailing concepts of aesthetics and the established criteria, we will also explore what happens when those who create art - the artists - do not agree with the judgement. We will explore our personal beliefs regarding beauty and art, and examine whence we get our worldview. 

Through discussions, visual essays, declarations of our beliefs through manifestos, and seeing through other’s viewpoints, we will address the function of art and beauty in our world, and how concepts of aesthetics contribute to our understanding of Philosophy in our lives.

Unit 5 Activities

Activity 1: The Theory of Beauty
Activity 2: What is Art?
Activity 3: Art Criticism
Activity 4: The Artist's Intent

Overview

Ever since humans first gathered in communities and attempted to navigate the complexities of living together, we have sought ways to achieve harmony. This attempt to find a solution to the most effective ways to govern society is the centre of Social and Political Philosophy. 

In this unit, we will investigate the many theories, underlying principles and rules, ideas of politics, government, and nationhood that are inherent to all societies in their various forms.

In Activity 1, we will define the similarities and differences between the different political ideologies that form the basis of government, as well as develop an understanding of the different styles that are used to create the social contract between the state and the people.

In Activity 2, we will delve deeper into the intricacies of the social contract. What are the responsibilities of the state, and what do we, as individuals, owe it? Is the bargain fair? Is it worth giving up our liberty?

In Activity 3, we will examine what happens when the state does not live up to the agreement - do we, the people, accept tyranny, or do we revolt? What are the consequences of either action? We know of the historical precedents for revolution; some have lead to the building of great nations, but at what costs? What limits, if any, should be put on the freedom of an individual citizen? What is the limit to the authority of the state?

In Activity 4, we will synthesize all of our research and investigations throughout the unit and participate in a round table session for our final discussion on how to best live together in a just society.

Unit 6 Activities

Activity 1: The Principles of Governance
Activity 2: The Social Contract
Activity 3: Liberty, Justice and Authority
Activity 4: The “Utopian” Society

Overview

At the heart of Science is the search for truth - observable, verifiable, truth.

In this unit, you will explore how the truths revealed and as defined through Science lead us to theories about our own existence and its meaning in the greater scheme of the Universe.

In the first activity of the Philosophy of Science Unit, we will examine the roots and foundation of Science as a discipline, and what makes it separate yet connected to Philosophy, and even Religion. Students will examine such questions as, ‘What qualifies as Science?’, ‘What is a theory?’, and ‘What is scientific truth?’ - all leading up to the ultimate question. 

What are the limits of scientific knowledge and what can it really tell us?

In the second activity, we will explore this question further. Science can answer questions about the natural world, but what questions can Science not answer? What are its limits? 

In the third activity, we will explore the great divide between Science and Faith; more to the point, can Science either prove or disprove religious beliefs? If what differentiates science from other types of knowledge is its empirical methodology, is belief in a theory, such as those based on sub-atomic forces, akin to placing faith in an unobservable force? 

In the final activity of this unit, we will take that question of ‘faith in science’ one step further by asking if science itself is a belief system. Is science an adequate depiction of reality? And if not, what does that mean about our own understanding of reality, truth, and existence?

Unit 7 Activities

Activity 1: Defining Science
Activity 2: Scientific Truth and Theory
Activity 3: Science and Faith
Activity 4: Justifying Scientific Reasoning

Overview

Where do we obtain our personal philosophical ideologies and foundation? In this unit, you will deconstruct your beliefs about some of the big philosophical ideas, to determine your philosophical alignment. Beginning with a personal inventory, you will unpack this data in a series of activities to determine such things as the source of your morals and ethics, your philosophical alignment, and what it means to you to live a good life. The course is constructed so that each time you complete a Core and Supplementary Unit, you will be directed to an activity in this culminating unit, developing and making connections between what you have studied, and how it can be applied to you, personally. These connections are what you will eventually use to construct a philosophical self-portrait that demonstrates how philosophy influences, and gives direction to your worldview.

Unit 8 Activities

Activity 1: A Personal Inventory
Activity 2: My Moral Compass
Activity 3: Seeking the "Good Life"
Activity 4: My Place in this Space: A Self-Reflection
Activity 5: The Final Project: My Philosophical Testament