Philosophy & Reason 2019 v1

[Pages:115]Philosophy & Reason 2019 v1.2

General Senior Syllabus

This syllabus is for implementation with Year 11 students in 2019.

170078

Contents

1 Course overview __________________________________ 1

1.1 Introduction............................................................................................... 1

1.1.1 Rationale..........................................................................................................1 1.1.2 Learning area structure....................................................................................2 1.1.3 Course structure ..............................................................................................3

1.2 Teaching and learning .............................................................................. 4

1.2.1 Syllabus objectives ..........................................................................................4 1.2.2 Underpinning factors........................................................................................5 1.2.3 Aboriginal perspectives and Torres Strait Islander perspectives....................7 1.2.4 Pedagogical and conceptual frameworks........................................................7 1.2.5 Subject matter................................................................................................10

1.3 Assessment -- general information........................................................ 10

1.3.1 Formative assessments -- Units 1 and 2......................................................10 1.3.2 Summative assessments -- Units 3 and 4....................................................11

1.4 Reporting standards ............................................................................... 12

2 Unit 1: Fundamentals of reason ____________________ 14

2.1 Unit description....................................................................................... 14 2.2 Unit objectives ........................................................................................ 14 2.3 Fundamentals of reason ......................................................................... 14 2.4 Assessment guidance ............................................................................ 15

3 Unit 2: Reason in philosophy ______________________ 16

3.1 Unit description....................................................................................... 16 3.2 Unit objectives ........................................................................................ 16 3.3 Topic 1: Philosophy of religion................................................................ 17 3.4 Topic 2: Philosophy of science ............................................................... 18 3.5 Topic 3: Philosophy of mind ................................................................... 19 3.6 Assessment guidance ............................................................................ 19

4 Unit 3: Moral philosophy and schools of thought ______ 20

4.1 Unit description....................................................................................... 20 4.2 Unit objectives ........................................................................................ 20 4.3 Topic 1: Moral philosophy....................................................................... 21 4.4 Topic 2: Philosophical schools of thought............................................... 22

4.5 Assessment ............................................................................................ 23

4.5.1 Summative internal assessment 1 (IA1): Examination -- extended response (25%)..............................................................................................23

4.5.2 Summative internal assessment 2 (IA2): Extended response -- analytical essay (25%)...................................................................................28

5 Unit 4: Social and political philosophy_______________ 33

5.1 Unit description....................................................................................... 33 5.2 Unit objectives ........................................................................................ 33 5.3 Topic 1: Rights ....................................................................................... 34 5.4 Topic 2: Political philosophy ................................................................... 35 5.5 Assessment ............................................................................................ 36

5.5.1 Summative internal assessment 3 (IA3): Extended response -- analytical essay (25%)...................................................................................36

5.5.2 Summative external assessment (EA): Examination -- extended response (25%)..............................................................................................40

6 Glossary _______________________________________ 42

7 References _____________________________________ 59

8 Version history __________________________________ 60

1 Course overview

1.1

Introduction

1.1.1 Rationale

Philosophy & Reason combines the discipline of philosophy with the associated skills of critical reasoning. The study of philosophy allows students to recognise the relevance of various philosophies to different political, ethical, religious and scientific positions. It also allows them to realise that decisions in these areas are the result of the acceptance of certain ideas and specific modes of reasoning. In addition, critical reasoning and logic provide knowledge, skills and understanding so students are able to engage with, examine and analyse classical and contemporary ideas and issues. The study of philosophy enables students to make rational arguments, espouse viewpoints and engage in informed discourse. In Philosophy & Reason, students learn to understand and use reasoning to develop coherent world-views and to reflect upon the nature of their own decisions as well as their responses to the views of others.

Through the study of Philosophy & Reason, students collaboratively investigate philosophical ideas that have shaped and continue to influence contemporary society. These ideas include what it means to be human, how we understand the role of reason in our individual and collective lives and how we think about and care for each other and the world around us.

Students analyse arguments from a variety of sources and contexts as they develop an understanding of what constitutes effective reasoning. They formalise arguments and choose appropriate techniques of reasoning to attempt to solve problems. The collaborative nature of philosophical inquiry is an essential component for students to understand and develop norms of effective thinking and to value and seek a range of ideas beyond their own.

A course of study in Philosophy & Reason specifically focuses on the development of transferable thinking skills such as analysis, evaluation and justification, and an appreciation of the values of inquiry such as precision, accuracy, clarity and credibility; students are thus well prepared for post-school participation in a wide range of fields. Students learn to value plurality in terms of perspectives and world-views as a necessary condition for human progress. Studying Philosophy & Reason provides students with the skills of collaboration and communication that are essential components of informed participation in the 21st century.

Pathways

Philosophy & Reason is a General subject suited to students who are interested in pathways beyond school that lead to tertiary studies, vocational education or work. A course of study in Philosophy & Reason can establish a basis for further education and employment in the fields of business, communication, ethics, journalism, law, politics, professional writing, psychology, science research and teaching.

Philosophy & Reason 2019 v1.2 General Senior Syllabus

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Queensland Curriculum & Assessment Authority November 2019

1.1.2 Learning area structure

All learning areas build on the P?10 Australian Curriculum.

Figure 1: Learning area structure

P?10 Australian Curriculum Humanities and Social Sciences

Senior Secondary Humanities and Social Sciences

Learning Area

General ? results may contribute to an Australian Tertiary Admission

Rank (ATAR) calculation

? results contribute to the Queensland Certificate of Education (QCE)

? includes external assessment

Applied ? no more than one Applied subject

can contribute to an ATAR calculation

? results contribute to the QCE

Aboriginal & Torres Strait Islander Studies

Geography

Business Studies

Accounting

Legal Studies

Religion & Ethics

Ancient History

Modern History

Social & Community Studies

Business

Philosophy & Reason

Tourism

Economics

Study of Religion

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1.1.3 Course structure

Philosophy & Reason is a course of study consisting of four units. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners.

Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Students should complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4.

Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations.

Figure 2 outlines the structure of this course of study.

Each unit has been developed with a notional time of 55 hours of teaching and learning, including assessment.

Figure 2: Course structure

Philosophy & Reason

Unit 1

Fundamentals of reason

The learning consists of the fundamental concepts, skills, knowledge and understanding of the discipline of philosophy. There are no discrete topics in this unit.

Assessment

Formative internal assessment/s

Unit 2

Reason in philosophy ? Topic 1: Philosophy of religion ? Topic 2: Philosophy of science ? Topic 3: Philosophy of mind

Assessment Formative internal assessment/s

Unit 3

Moral philosophy and schools of thought

? Topic 1: Moral philosophy

? Topic 2: Philosophical schools of thought

Assessment Summative internal assessment 1: Examination (25%)

Summative internal assessment 2: Extended response (25%)

Unit 4

Social and political philosophy

? Topic 1: Rights ? Topic 2: Political

philosophy

Assessment Summative internal assessment 3: Extended response (25%)

Summative external assessment: Examination (25%)

Students should have opportunities in Units 1 and 2 to experience and respond to the types of assessment they will encounter in Units 3 and 4.

For reporting purposes, schools should develop at least one assessment per unit, with a maximum of four assessments across Units 1 and 2

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Queensland Curriculum & Assessment Authority November 2019

1.2 Teaching and learning

1.2.1 Syllabus objectives

The syllabus objectives outline what students have the opportunity to learn. Assessment provides evidence of how well students have achieved the objectives.

Syllabus objectives inform unit objectives, which are contextualised for the subject matter and requirements of the unit. Unit objectives, in turn, inform the assessment objectives, which are further contextualised for the requirements of the assessment instruments. The number of each objective remains constant at all levels, i.e. Syllabus objective 1 relates to Unit objective 1 and to Assessment objective 1 in each assessment instrument.

Syllabus objectives are described in terms of actions that operate on the subject matter. Students are required to use a range of cognitive processes in order to demonstrate and meet the syllabus objectives. These cognitive processes are described in the explanatory paragraph following each objective in terms of four levels: retrieval, comprehension, analytical processes (analysis) and knowledge utilisation, with each process building on the previous processes (see Marzano & Kendall 2007, 2008). That is, comprehension requires retrieval, and knowledge utilisation requires retrieval, comprehension and analytical processes (analysis).

By the conclusion of the course of study, students will:

Syllabus objective

1. define and use terminology

2. explain concepts, methods, principles and theories

3. interpret and analyse arguments, ideas and information

4. organise and synthesise ideas and information to construct arguments

5. evaluate claims and arguments inherent in theories, views and ideas

6. create responses that communicate meaning to suit purpose

Unit 1 Unit 2 Unit 3 Unit 4

1. define and use terminology

When students define and use terminology, they recognise, recall and employ subject-specific terminology in a manner that demonstrates an understanding of meaning.

2. explain concepts, methods, principles and theories

When students explain concepts, methods, principles and theories, they make an idea or situation clear by describing it in more detail or by revealing relevant facts and relationships. They present meaning with due regard to the order of statements in the explanation.

3. interpret and analyse arguments, ideas and information

When students interpret and analyse arguments, ideas and information, they break them down into recognisable components, make meaning of information using learnt knowledge, and identify relationships.

4. organise and synthesise ideas and information to construct arguments

When students organise and synthesise ideas and information, they select and order subject matter in a manner that reflects logical reasoning and bring ideas together into a coherent whole.

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5. evaluate claims and arguments inherent in theories, views and ideas

When students evaluate claims and arguments inherent in theories, views and ideas, they make reasoned judgments about the worth of these claims and arguments.

6. create responses that communicate meaning to suit purpose

When students create responses that communicate meaning to suit purpose, they convey ideas or arguments using their understandings of philosophical ideas and arguments. They select and use text forms and language conventions, and use recognised conventions of referencing.

1.2.2 Underpinning factors

There are three skill sets that underpin senior syllabuses and are essential for defining the distinctive nature of subjects:

? literacy -- the set of knowledge and skills about language and texts essential for understanding and conveying Philosophy & Reason content

? numeracy -- the knowledge, skills, behaviours and dispositions that students need to use mathematics in a wide range of situations, to recognise and understand the role of mathematics in the world, and to develop the dispositions and capacities to use mathematical knowledge and skills purposefully

? 21st century skills -- the attributes and skills students need to prepare them for higher education, work and engagement in a complex and rapidly changing world.

These skill sets, which overlap and interact, are derived from current education, industry and community expectations. They encompass the knowledge, skills, capabilities, behaviours and dispositions that will help students live and work successfully in the 21st century.

Together these three skill sets shape the development of senior subject syllabuses. Although coverage of each skill set may vary from syllabus to syllabus, students should be provided with opportunities to learn through and about these skills over the course of study. Each skill set contains identifiable knowledge and skills that can be directly assessed.

Literacy in Philosophy & Reason

Ongoing systematic teaching and learning focused on the literacy knowledge and skills specific to Philosophy & Reason is essential for student achievement.

This includes:

? defining subject-specific terminology for students to make meaning of language and texts used in the study of Philosophy & Reason

? incorporating ideas and information in classroom, real-world and/or lifelike contexts to progress student learning in the subject

? analysing ways in which language is used to convey ideas and information in the study of Philosophy and Reason

? using text forms and language to communicate understandings of philosophical ideas and arguments.

These aspects of literacy knowledge and skills are embedded in the syllabus objectives, unit objectives and subject matter, and instrument-specific marking guides (ISMGs) for Philosophy & Reason.

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