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Philosophy: The Big Questions, Grade 11, University/College Preparation (HZB3M)This document is intended to provide an overview of the curriculum revisions. Teachers are required to refer to the curriculum documents for program planning.General IntroductionThree significant changes should be noted: 1) Specific Expectations are now directly connected to Overall Expectations; 2) there are now 4 strands instead of 5; 3) strand C. contains informal logic from (5) Research and Inquiry Skills from the 2000 curriculum, and expands on this now including more on the fallacies and philosophical vocabulary, such as part of an argument. 2000 Curriculum Strands:2013 Curriculum Strands:Philosophical QuestionsPhilosophical TheoriesPhilosophy and Everyday LifeApplications of Philosophy to Other SubjectsResearch and Inquiry SkillsResearch and Inquiry SkillsPhilosophical FoundationsPhilosophical SkillsThe Relevance of PhilosophyThe 2000 curriculum’s strands (3) Philosophy and Everyday Life and (4) Applications of Philosophy to Other Subjects are combined to form one strand in the 2013 curriculum: D. The Relevance of Philosophy. Further, the 2000 curriculum’s strands (1) Philosophical Questions, and (2) Philosophical Theories, are combined to form strand B., Philosophical Foundations in the 2013 curriculum.Other changes are noted in the charts below.Strand: A. Research and Inquiry Skills*The first two strands of the 2013 curriculum, Research and Inquiry Skills and Philosophical Foundations, should be woven throughout the entire HZT3M course. These expectations can be taught and assessed in all units/branches of philosophy. 2000 Philosophy Curriculum2013 Philosophy CurriculumMajor DifferencesOverall Expectations:Overall expectations: apply research and inquiry skills related to philosophy appropriately and effectively;evaluate some main philosophical arguments;formulate and defend a response of their own to one or more of the big questions of philosophy; effectively use a variety of print and electronic sources and telecommunications tools in research related to the big questions of philosophy;effectively communicate the results of their inquiries.Overall Expectations:A1. Exploring: explore topics related to philosophy, and formulate questions to guide their researchA2. Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate philosophical research and inquiry methodsA3. Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiryA4. Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills2000’s Strand (1) and Strand (4) have been reoriented to reflect literacy skills: A1 Exploring, and A2. Investigating. Addition: A4: Reflecting on research, inquiry and communication skills.Deletion: 2 has been moved to strand C. Philosophical Skills (C2).Specific Expectations: Using Reasoning Skillscorrectly use the terminology of philosophical argumentation;de?ne terms central to philosophical discussions of each of the big questions;identify the main conclusions of some philosophical positions regarding one or more of the big questions, and the arguments used to support them;illustrate common fallacies in reasoning.Using Research Skills?nd overviews of a variety of philosophical concepts and theories by accessing such sources as encyclopedias and surveys, and report on their ?ndings;compile information related to the big questions of philosophy, using the Internet.Using Communication Skillsdiscuss their own views in philosophical exchanges in class with others;clearly explain their views and display their use of philosophical reasoning skills in short written papers, using accepted forms of documentation as required.Specific Expectations:A1. ExploringA1.1 explore a variety of topics related to philosophical topics and/or issues to identify topics for research and inquiryA1.2 Identify key concepts related to their slected topicsA1.3 formulate effective questions to guide their research and inquiryA2. InvestigatingA2.1 create appropriate research plans to investigate their selected topicsA2.2 locate and select information relevant to their investigations from a variety of primary sources and secondary sourcesA2.3 based on preliminary research, formulate arguments and anticipate counter-argumentsA3. Processing Information A3.1 assess various aspects of information gathered from primary and secondary sourcesA3.2 record and analyse information and key ideas using a variety of formats A3.3 analyse and interpret research informationA3.4 demonstrate academic honesty by documenting the sources of all information gathered through researchA3.5 synthesize findings and formulate conclusionsA4. Communicating and Reflecting A4.1 use an appropriate format to communicate the results of research and inquiry effectively for a specific purpose and audienceA4.2 correctly use terms relating to their chosen topicsA4.3 clearly communicate the results of their chosen inquiries, and follow appropriate conventions for acknowledging sourcesA4.4 demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills1) has been moved to C1.3.2) Is now A4.2.3) has been moved to B1.2.4) has been moved to C1.4.5) is now A3.1.6) is now A2.2.7) is now incorporated into A4.1.8) is now divided into A4.1 and A4.3.Addition: A2.1 Create appropriate research plans to investigate their selected topics.Strand: B. Philosophical Foundations*The first two strands of the 2013 curriculum, Research and Inquiry Skills and Philosophical Foundations, should be woven throughout the entire HZT3M course. These expectations can be taught and assessed in all units/branches of philosophy. *The first two strands of the 2000 curriculum - (1) Philosophical Questions, and (2) Philosophical Theories - are combined to form strand B., Philosophical Foundations in the 2013 curriculum.2000 Philosophy Curriculum2013 Philosophy CurriculumMajor DifferencesOverall Expectations:Strand (1): Philosophical Questionsdescribe precisely and clearly three (or more) of the big questions of philosophy;summarize their own or others’ answers to these questions, and give reasons in support of the answers.Strand (2): Philosophical Theoriessummarize the ideas of some famous philosophers with respect to one or more of the big questions of philosophy;describe the strengths and weaknesses of the responses to some of the big questions of philosophy defended by some major philosophers or schools of philosophy.Overall Expectations:B1. Identifying the Big Questions: describe the main areas of philosophy;B2. Philosophers and Philosophical Traditions: demonstrate an understanding of how major philosophers and philosophical traditions approach some of the big questions of philosophy;B3. Defining Terms and Concepts: demonstrate an understanding of terms and concepts central discussion of the big questions of philosophy, and how these terms and concepts are used in various philosophical disciplines.B1 and B2 draw from overall expectations 1, 2 and 3 from the “Research and Inquiry Skills” strand in the 2000 curriculumThe requirement to include elements of logic (fallacies of reasoning) is a new additionStrand 2) of the 2000 curriculum has been moved and elaborated in the Overall Expectations of strand C. Philosophical Skills.B2.2 replaces (4), and now asks students to ‘compare’ how different philosophers have answered the same big question, rather than to ‘describe’ as in the 2000 curriculum.Specific Expectations: Strand (1) Philosophical Questions:Compare two or more answers to three (or more) of the big questions of philosophy;Give appropriate reasons for their own or others’ answers to three (or more) of the big questions of philosophy;Summarize some arguments for and against answers to three (or more) of the big questions of philosophy;Describe the strengths and weaknesses of the main arguments used to defend answers to three (or more) of the big questions of philosophy;Compare philosophical approaches to some of the big questions with nonphilosophical approaches.Strand (2) Philosophical Theories:Compare answers to some of the big questions by different philosophers;Describe the differences in approach to three (or more) of the big questions of philosophy by some major philosophical schools;Describe important similarities and differences among some of the world’s philosophical traditions with regard to three (or more) of the big questions Specific Expectations: B1. Identifying the Big QuestionsB1.1 describe the main areas of philosophyB1.2 identify the big questions associated with each of the main areas of philosophy B2. Philosophers and Philosophical TraditionsB2.1 describe some major philosophical traditions, and explain how these traditions approach the big questions of philosophyB2.2 compare how different philosophers have answered the same big questionB2.3 compare how different philosophical traditions approach the same big questionB3. Defining Terms and ConceptsB3.1 define terms central to philosophical discussions of the big questionsB3.2 explain the ways in which philosophical terms and concepts use by different philosophers have evolved over time, and describe how these terms and concepts are understood within different philosophical traditionsStrand (1) , Specific Expectation 5) has been rolled into C1. Philosophical Reasoning.Strand: C. Philosophical SkillsStrand C. is composed of elements of the 2000 curriculum’s Philosophical Skills, Philosophy and Everyday Life, Philosophical Theories, and Research and Inquiry Skills strands, and new elements, mainly C1.1, and C1.2.2000 Philosophy Curriculum2013 Philosophy CurriculumMajor DifferencesOverall Expectations:Overall Expectations:C1. Philosophical Reasoning: demonstrate an understanding of terms, methods, and fallacies associated with philosophical reasoning.C2. Evaluating Philosophical Responses to Big Questions: analyse, using their own philosophical reasoning skills as well as the arguments of other critics, the strengths and weakness of the responses of major philosophers or schools of philosophy to some of the big questions of philosophy;C3. Developing Philosophical Responses: use philosophical reasoning and critical thinking skills to formulate responses to big questions of philosophy and to arguments encountered in everyday life.Specific Expectations: Specific Expectations:C1. Philosophical ReasoningC1.1 Describe the parts of an argument, and explain how a philosophical argument differs from other communicationsC1.2 Describe forms of reasoning and explain how they are applied to philosophical argumentsC1.3 Correctly use terminology related to logic and philosophical argumentationC1.4 Identify some common fallacies in reasoning, and identify arguments encountered in everyday lifeC2. Evaluating Philosophical Responses to Big QuestionsC2.1 Summarize arguments that critics have used to support, critique, or even refute responses of major philosophers or philosophical traditions to some of the big questions in philosophyC2.2 Analyze, using their philosophical reasoning skills, the strengths and weakness of the main arguments made by major philosophers or philosophical traditions in response to some of the big questions in philosophyC3 Developing Philosophical ResponsesC3.1 Develop and defend, using philosophical reasoning and critical-thinking skills, their own response to one of more big question in this courseC3.2 Apply philosophical reasoning and critical-thinking skills to analyse arguments encountered in everyday life, and develop a response to themAddition: C1.1 Describe the parts of an argument, and explain how a philosophical argument differs from other communications.Addition: C1.2 Describe forms of reasoning, and explain how they are applied in philosophical arguments.Strand: D. The Relevance of PhilosophyStrand C. is composed of elements of the 2000 curriculum’s strands (3) Philosophy and Everyday Life, and (4) Application of Philosophy to Other Subjects.2000 Philosophy Curriculum2013 Philosophy CurriculumMajor DifferencesOverall Expectations:Strand (3) Philosophy and Everyday LifeRelate the big questions of philosophy to their own experience, reports in the news media, and their society;Demonstrate the application of philosophical theories and skills to jobs, occupations, and everyday life.Strand (4) Application of Philosophy to Other Subjects.Identify philosophical theories and presuppositions in natural science, history, art, social science and humanities, and other subjects;Demonstrate how philosophical skills that are used to address the big questions of philosophy can be used effectively in other subjects.Overall Expectations:D1. The Relevance to Everyday Life and Society: Demonstrate an understanding of the relevance of philosophical questions, theories, and skills to their everyday life and to the community and broader society;D2. The relevance to Education and Careers: Demonstrate an understanding of the relevance of philosophy to other subject areas and careers.Specific Expectations: Strand (3) Philosophy and Everyday Life describe what difference the answers people accept to three (or more) of the bigquestions of philosophy should make to their values, behaviour, and life plans;describe the strengths and weaknesses of alternative responses to questions ofapplied philosophy;apply philosophical skills such as precise writing and critical analysis to solve problems that arise in jobs and occupations.Strand (4) Application of Philosophy to Other Subjects.* identify philosophical positions presupposed in some other disciplines;* contrast alternative philosophical viewpoints in controversies discussed in other subjects;* identify examples of fallacies in reasoning in writings from other subjects.Specific Expectations:D1. The Relevance to Everyday Life and SocietyD1.1 Explain the relevance of some of the big questions in philosophy to their own experiences in everyday lifeD1.2 Explain the relevance of some of the big questions in philosophy to their community and broader societyD1.3 Demonstrate an understanding of how they can apply philosophical theories and skills to enhance their understanding of popular cultureD2. The relevance to Education and CareersD2.1 Demonstrate an understanding of ways in which skills developed and used in philosophy, such as critical thinking, argumentation, and effective listening skills, can be used in other subjectsD2.2 Explain the philosophical presuppositions that are implicit in other subject areasD2.3 Explain the philosophical presuppositions that are implicit in a variety of careersAddition: C1.1 Describe the parts of an argument, and explain how a philosophical argument differs from other communications.Addition: C1.2 Describe forms of reasoning, and explain how they are applied in philosophical arguments. ................
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