World Philosophy - West Ada School District



World Philosophy

Course Number(s): 4307G1021

Open to: 9, 10

Credit: 1

Content: This course will introduce, compare, and contrast a basic overview of American, European, and Eastern ways of thinking from both contemporary and historical contexts. It will include tenets in ethics as they are derived, perceived, and practiced in different situations and locations.

Critical Content/Concept Web

Unit Topic:

Conceptual Lens: Finding Meaning

Grade:

|Grade: 9th – 12th |

|Subject: World Philosophy |

|Unit: Metaphysics |

|Lens: Finding Meaning |

|Enduring Understandings |Guiding Questions |

|The concepts of good, evil, conscience, soul, dualism, the mind, responsibility, and choice shape|What is a person? |

|human nature. |What is human nature? |

|Personal identity is a reflection of perception, change, continuity, physicality, thought, |What is personal identity? |

|memory, and experiences. |Is thought requisite to personhood? |

|Logic, faith, criticism, and experience define humanity’s understanding of God. |What is a meaningful life? |

|The crafting of a good life considers happiness, pleasure, duty, desires, selfishness, fate, |What is the history of humanity’s belief in God? |

|freedom, and choice. |What is a good life? |

|Finding purpose may rely on artifacts, function, planning, |What is a purposeful life? |

|intrinsic value, and virtue. | |

|Grade: 9th – 12th | |

|Subject: World Philosophy | |

|Unit: Metaphysics | |

|Lens: Finding Meaning | |

|Students will know… |Students will be able to… |

|The ideas of Camus, Descartes, Hegel, Heraclitus, Hobbes, Hume, Locke, Plato, Reid, Russell, |Use literature to enrich meaning. |

|Ryle, Sartre, Thomson, Tooley, and Turing related to human nature. |2. Evaluate the merit of source materials. |

|How Aquinas, Aristotle, Augustine, Bentham, Confucius, Daly, de Beauvoir, Hume, Kant, |3. Employ a variety of sources to extend understanding. |

|Kierkegaard, Marx, Mohammed, Nietzsche, Paley, Pascal, Sartre, the Upanishads, and Voltaire |4. Associate and critically examine related source |

|defined a meaningful life. |information and topics. |

| |Use charts, graphs, illustrations, notes, outlines, and |

| |summaries to analyze, interpret, and organize ideas, |

| |opinions, readings, and discussions. |

| |6. Make deductions and inferences based on an analysis |

| |of source materials. |

| |7. Analyze multiple interpretations of concepts. |

| |8. Categorize information based on criteria. |

| |9. Identify cause and effect relationships. |

| |10. Utilize problem solving strategies. |

| |11. Offer opinions of beliefs, convictions, and feelings. |

| |12. Enumerate relationships between categories of |

| |information. |

| |13. Participate in cooperative learning groups. |

| |14. Secure factual information relevant to decision making. |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

[pic]

|Grade: 9th – 12th |

|Subject: World Philosophy |

|Unit: Ethics, Sociopolitical Theory |

|Lens: Good, Evil, Justice |

|Enduring Understandings |Guiding Questions |

|Ideas associated with change, conscience, evil, goodness, instinct, obligation, and right and |What are good and evil? |

|wrong determine morality. |What are the origins of good and evil? |

|Motivations for being good are a result of beliefs about duty, ecocentrism, equality, forms of |What is goodness? |

|life, justice, punishment, and reward. |Why is goodness a choice? |

|The function of good is defined through evaluations of choice, nihilism, obedience, pleasure, |What is a just society? |

|poverty, utilitarianism, and virtue. |What is justice? |

|Justice is based on ideas of compensation distribution, egalitarianism, libertarianism, |What are rights? |

|meritorianism, natural law, retribution, and social contracts. |What is good social policy? |

|The ideas of individual and human rights have evolved from the following considerations: | |

|Autonomy, conflicts, duty, feminism, individual and group interests, interference, justification,| |

|Marxism, and restorative justice. | |

|An evaluation of distribution, forms of government, | |

|multiculturalism, self-interest, and the relationship between | |

|economics and politics are necessary to the construction of a | |

|good political society. | |

|Grade: 9th – 12th | |

|Subject: World Philosophy | |

|Unit: Ethics, Sociopolitical Theory | |

|Lens: Good, Evil, Justice | |

|Students will know… |Students will be able to… |

|How Aquinas, Aristotle, Augustine, Cicero Descarte, Donne Hippias, Hobbes, Kant, King Jr., | Use literature to enrich meaning. |

|LaBossiere, Leopold, Machan, Milgram, Plato, Russell, Singer, and William of Ockham viewed |2. Evaluate the merit of source materials. |

|morality. |3. Employ a variety of sources to extend understanding. |

|The sociopolitical theories of Aquinas, Bentham, Bookchin Dworkin, Fei, Foucault, Gilligan, |4. Associate and critically examine related source |

|Havermas Hobbes, Kant, Kropotkin Kymlicka, Locke, Marx, Macpherson, Mencius, Mill, Nielsen, |information and topics. |

|Nozick, Plato, Rawls, Rousseau, Schumpeter, Taylor, Tzu, Wollstonecraft. |Use charts, graphs, illustrations, notes, outlines, and |

| |summaries to analyze, interpret, and organize ideas, |

| |opinions, readings, and discussions. |

| |6. Make deductions and inferences based on an analysis |

| |of source materials. |

| |Analyze multiple interpretations of concepts. |

| |8. Categorize information based on criteria. |

| |9. Identify cause and effect relationships. |

| |10. Utilize problem solving strategies. |

| |11. Offer opinions of beliefs, convictions, and feelings. |

| |12. Enumerate relationships between categories of |

| |information. |

| |13. Participate in cooperative learning groups. |

| |14. Secure factual information relevant to decision making. |

| |15. Create and organize oral, written, and visual |

| |presentations of philosophical information. |

| |Employ persuasion and compromise to accommodate |

| |conflict. |

Critical Content/Concept Web

Unit Topic:

Conceptual Lens:

Grade:

[pic]

|Grade: 9th – 12th |

|Subject: World Philosophy |

|Unit: Aesthetics, Epistemology, Logic |

|Lens: Perception |

|Enduring Understandings |Guiding Questions |

|Critical thinking is based on deduction and induction, intrinsic value, identifying fallacies of |What are knowledge skills? |

|reason, logic, and reasoned conclusions, which are skill-based attributes of knowledge. |How do philosophers think critically about knowledge? |

|Philosophers critically evaluate human understanding based on the ideas of justification, |What are the origins of knowledge? |

|realism, relativism, skepticism, and truth. |What are art and beauty? |

|The origins of knowledge are derivatives of experience, idealism, mysticism, pragmatism, realism,|How can you know what is beautiful art? |

|reason, relativism, and solipsism. |Does art have value, purpose, meaning, and truth? |

|Content, context, criteria, experience, disinterest, emotionalism, formalism, institutionalism, |Is there good art and bad art? |

|instrumentalism, and style shape conceptions of artistic beauty. | |

|Art is a function of meaning, purpose, value, and truth. | |

|Whether art is considered good or bad depends on several | |

|factors: The artistic process, censorship, critical review, and | |

|propaganda value. | |

|Grade: 9th – 12th | |

|Subject: World Philosophy | |

|Unit: Aesthetics, Epistemology, Logic | |

|Lens: Perception | |

|Students will know… |Students will be able to… |

|The nature of knowledge based upon readings from Aristotle, Berkeley, Descartes, Dewey, |Use literature to enrich meaning. |

|Dharmakirti, Gettier, Hegel, Hume, Leibniz, Locke, Mill, Plato, Plontinus, Pyrrho, Russell, |2. Evaluate the merit of source materials. |

|Spinoza, Vasubandhu, and Whorf. |3. Employ a variety of sources to extend understanding. |

|How Aristotle, Bell, Dewey, Hume, Kant, Marx, Plato, Tolstoy, Wilde, and Yu evaluated artistic |4. Associate and critically examine related source |

|expression. |information and topics. |

| |5. Use charts, graphs, illustrations, notes, outlines, and |

| |summaries to analyze, interpret, and organize ideas, |

| |opinions, readings, and discussions. |

| |6. Make deductions and inferences based on an analysis |

| |of source materials. |

| |7. Analyze multiple interpretations of concepts. |

| |8. Categorize information based on criteria. |

| |9. Identify cause and effect relationships. |

| |10. Utilize problem solving strategies. |

| |11. Offer opinions of beliefs, convictions, and feelings. |

| |12. Enumerate relationships between categories of |

| |information. |

| |13. Participate in cooperative learning groups. |

| |14. Secure factual information relevant to decision making. |

| |15. Create and organize oral, written, and visual |

| |presentations of philosophical information. |

| |Employ persuasion and compromise to accommodate |

| |conflict. |

| |17. Write research essays. |

| |18. Use references and citations. |

| |19. Utilize computers, the community, and libraries to |

| |conduct research. |

| |20 Support analysis with evidence. |

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Unit Overview

Characteristics of humanity are considered as students analyze factors that give meaning to life.

Suggested Time Frame: 6 weeks

Metaphysics

9th – 12th

Purpose

Good Life

Identity

Human Nature

Unit Topic:

Metaphysics

Thought

God

Ethics, Sociopolitical Theory

Happiness

Good, Evil, Justice

Unit Overview

Justice and morality are studied as students analyze goodness, social and political policy, and rights.

Suggested Time Frame: 6 weeks

9th – 12th

Justice

Rights

Choice

Society

Origin of Good and Evil

Good

Unit Topic:

Ethics, Sociopolitical Theory

Aesthetics, Epistemology, Logic

Perception

Unit Overview

Perception is considered as students evaluate artistic expression and understanding.

Suggested Time Frame: 6 weeks

9th – 12th

Critiquing Knowledge

Knowledge Skills

Unit Topic:

Aesthetics, Epistemology, Logic

Origins of Knowledge

Defining Art and Beauty

Artistic Value

Good and Bad Art

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