Lesson Outline – Phase II writers
1a: What is Real [pic]
Lesson 2 of 2: Critical Realism
Aim of the lesson
To explore the challenge of anti-realism in science, religion and ethics.
Differentiation / Extension
Student Resource Sheet 5[LA] Anti-realism
Assessment
Informal – Comments in debate.
Duration 1 hour
Timings
Starter: 10 minutes – comparisons of ideas about right and wrong in their homes.
Main Activity: 40 minutes – discussion of issues surrounding realism and anti-realism.
Plenary: 10 minutes – summarising different views of reality.
Intended Age 16 -18
Previous Knowledge needed by teacher
Teachers should be familiar with the material in Student Resource Sheet 5: Anti-realism.
Previous Knowledge needed by students
Contents of previous lesson on Realism, Naïve Realism and critical Realism.
Background Reading
Student Resource Sheet 5 Anti-realism
• Peter Vardy The Puzzle of God (Harper-Collins 1990), chapter 7
• Harry J. Gensler, Ethics: A Contemporary Introduction (Routledge, 1998), Chapter 1 (Harry Gensler has a useful set of interactive Philosophy exercises available on the Internet: see jcu.edu/philosophy/gensler
• James Rachels, The Elements of Moral Philosophy (McGraw-Hill, 1993), Chapter 2.
• Nina Rosenstand, The Moral of the Story (Mayfield, 1994), Chapter 3.
Resources
• Student Resource Sheet 4 Useful resources.
• Student Resource Sheet 5 Anti-realism
• Student Resource Sheet 5[LA] Anti-realism [Lower Ability]
Introduction / Starter activity
In two’s or threes, share some of the ‘rules’ they do/used to have to keep in their homes. Discuss any ones which are different. Why is one thing wrong in one household and not in another? Draw out that this is because this rule makes sense within this particular family.
Explain definitions of realism and anti-realism:
Realism relies on a correspondence theory of truth – in other words, a statement is true if it corresponds to the state of affairs that it attempts to describe.
Anti-realism relies solely on a coherence theory of truth – in other words, a statement is true if it fits in with a particular cultural understanding
Main Activities
In pairs, discuss how a realist and an anti-realist would understand the following statements:
a) The painting is beautiful
b) Murder is wrong
c) Democracy is good
d) Mozart is better than the Beatles
e) God is love
f) Atoms exist
What issues are raised by this exercise?
Is it the case that ideas about morality and beauty are relative to time and place or are there some absolute standards? If there are some absolute standards, where do they come from?
Read Student Resource Sheet 5 / 5[LA] Anti-realism. In pairs, prepare for a class debate: ‘It is impossible to know what is true’. The students should be allocated different sides in the debate, either supporting or opposing the motion. They should refer to the background sheets from this and last lesson and draw on their learning about Realism, Naïve Realism, Critical Realism and Anti-realism (including Instrumentalism).
Hold the debate.
Plenary
Ask different students to give a sentence definition of each of the ways of seeing truth that they have studied in this unit. Ask the class to say which one they basically think is the most valid and why; what would they call themselves? (Realist etc).
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