Rationale and Practical Applications

THOUGHT EXPERIMENTS

Rationale and Practical Applications: Thought experiments enable us to challenge prevailing beliefs, solve problems, generate ideas and identify flaws in argumentation. They challenge students to question their own thinking and the arguments proposed by their peers. Thought Experiments can be employed as a minds-on activity to engage the class on a specific topic at the beginning of a new question or as an exit card at the end of the lesson to ensure that the learning goals have been attained. Thought experiments can be used to apply, explore, and compare various philosophical theories. Overview Chart: Branch Key Question(s) Title of Thought Experiment Metaphysics 1. Is there an enduring self? If so, what is necessary for 1. The Ship of continued existence? Theseus 2. What are the ultimate constituents of reality? Is the 2. The Allegory of world I perceive the world that is really there? the Cave Epistemology 1. What is knowledge? What is required to justify a 1. Brain in a Vat belief? Does knowledge require certainty? How is 2. Milk Mistake knowledge acquired? 2. What is knowledge? What is required to justify a belief? Does knowledge require certainty? Ethics 1. Should ethics be based on the result or intent of a 1. The Trolley given action? Under what conditions, if any, is it Problem morally just for one person to violate another’s rights 2. The Magic Ring to benefit the group? 2. Why do people behave ethically? Will people behave morally if there is no chance of being caught or punished? Aesthetics 1. Is art a uniquely human endeavour? Does it need to 1. The Zookeeper’s be consciously created by a human being? Collection 2. Can art with objectionable content still have aesthetic 2. Aesthetic Worth quality? How do we determine aesthetic worth? Can the determination of aesthetic worth be objective? Can propaganda be art? Does art have social value? Philosophy of 1. What is science? How does science differ from 1. The Dragon in Science pseudo-science? What is scientific method? the Garage 2. How might predominant ideas from the philosophy 2. What a of science affect whether you choose to seek Headache! treatment from practitioners of alternative or conventional medicine? Social and 1. How should goods and services be distributed? What 1. The Landscape Political are the social and financial implications for Scenario Philosophy distribution by merit, equality and equity? 2. The Veil of 2. How can one decide what the best system of Ignorance government is? Do all people have the right to equal treatment? What are an individual’s rights and responsibilities?

THOUGHT EXPERIMENT - SHIP OF THESEUS

Branch: Metaphysics Key Questions: Is there an enduring self? If so, what is necessary for continued existence? Overall Expectations: Specific Expectations: C1. Understanding Metaphysics: demonstrate an C1.1 demonstrate an understanding of some of the understanding of the main questions in main questions in metaphysics metaphysics, and of the positions of major C2.2 compare how different philosophers and/or philosophers and schools of philosophy with schools of philosophy approach the same respect to some of these questions metaphysical questions/issues C2. Exploring Metaphysics: demonstrate an C2.3 evaluate the strengths and weaknesses of understanding of metaphysical theories, and philosophical responses to some of the main evaluate responses to some of the main questions in questions in metaphysics metaphysics by major philosophers and schools of C3.1 demonstrate an understanding of the influence philosophy; that ideas related to metaphysics have on their C3. Making Connections to Metaphysics: everyday life demonstrates an understanding of connections C4.1 formulate and explain, using philosophical between metaphysics and other areas of reasoning, their own clear and cogent responses to philosophy, other subjects, and various aspects of some of the main questions in metaphysics society including everyday life; C4.2 evaluate and defend, in philosophical C4. Philosophical Reasoning in Metaphysics: use exchanges with others, their own responses to some philosophical reasoning skills to develop, of the main questions in metaphysics, and communicate, and defend their own responses to anticipate and respond logically to counter- metaphysical questions. arguments Thought Experiment The Ship of Theseus was a wooden ship used for the purpose of war. Over time, parts of the ship needed to be repaired. Rotting planks were replaced as needed with a plank of exact dimensions. Eventually, a point was reached where every original plank was replaced. Can we still refer to this vessel as the Ship of Theseus? If not, at what point did it lose its identity?

Imagine that each of the rotting planks that had been removed from the ship were reassembled to form a new ship. Which, if either, of the two ships is the true Ship of Theseus? Additional Information  Originated in the writings of Plutarch, later expanded on by Thomas Hobbes  Can serve as an introduction to the questions: Is there an enduring self? If so, what is necessary for continued existence? Is the ship any different than the human body which continuously replaces its cells?  Can be followed by an analysis of Locke’s Memory Theory, Buddhist’s the Self is an illusion, Sartre’s Project Theory, etc. THOUGHT EXPERIMENT - ALLEGORY OF THE CAVE

Branch: Metaphysics Key Questions: What are the ultimate constituents of reality? Is the world I perceive the world that is really there? Overall Expectations: Specific Expectations: C1. Understanding Metaphysics: demonstrates an C1.1 demonstrate an understanding of some of the main understanding of the main questions in metaphysics, and questions in metaphysics of the positions of major philosophers and schools of C1.2 summarize the positions of various major philosophy with respect to some of these questions philosophers and schools of philosophy on some of the C2. Exploring Metaphysics: demonstrate an main questions in metaphysics understanding of metaphysical theories, and evaluate C2.1 explain different metaphysical theories with responses to some of the main questions in metaphysics reference to some classic and contemporary texts by major philosophers and schools of philosophy C2.3 evaluate the strengths and weaknesses of C3. Making Connections to Metaphysics: demonstrate philosophical responses to some of the main questions in an understanding of connections between metaphysics metaphysics and other areas of philosophy, other subject areas, and C3.2 explain ways in which metaphysics draws from and various aspects of society, including everyday life influences other areas of philosophy C4. Philosophical Reasoning in Metaphysics: use C4.3 correctly use terminology related to metaphysics philosophical reasoning skills to develop, communicate, and defend their own responses to metaphysical questions Thought Experiment You live your entire life in a cave, as a prisoner who is shackled in such a way that all you can see is the wall in front of you. Behind you is a fire, and between your back and the fire is a path that is frequented by your captors. They walk behind you, between you and the fire, carrying statues, puppets, and all kinds of objects. These objects cast shadows on the wall in front of you. You cannot, and have never been able to, look behind you. The shadows on the wall are the only things that you and your fellow prisoners have ever seen, thought about, or talked about. You believe these shadows are the things that make up reality.

Suddenly, after many years, your captors remove your shackles. You are now free to wander about the cave. At first, the dazzling fire perplexes you because you have never seen anything but shadows. Eventually, you come to understand the origin of the shadows on the wall. You realize that the things you believed to be real were actually mere imitations of the real objects.

Your captors then decide to allow you out of the cave. You are blinded by the sunlight and overwhelmed by the amount of detail and the number of different objects you see. You experience the fullness of reality, illuminated by the brightest of objects – the sun. You realize that the statues and objects inside the cave were mere copies of real things in the world, and that the fire was like a small version of the sun.

Your fellow prisoners were not as lucky as you, and are still shackled in the cave. You go back into the cave to tell them what you have seen, but they do not believe you because they have never seen anything but shadows. How can you know what is truly real? How do you know there is not an even more real world beyond the one you experienced outside the cave? What constitutes reality?

Additional Information  The cave allegory first appeared in Book 7 of Plato’s Republic  Can be used to illustrate and explore Plato’s Theory of Forms, which is explained in greater detail in Phaedo (in short, that the world we experience around us with our senses is only an imitation of the unchanging, intangible world of Forms)  Can also be applied to key epistemological questions: How can we know whether we perceive the world as it really is? What is required to justify a belief? Can knowledge be false? THOUGHT EXPERIMENT - BRAIN IN A VAT

Branch: Epistemology Key Questions: What is knowledge? What is required to justify a belief? Does knowledge require certainty? How is knowledge acquired? Overall Expectations: Specific Expectations: E1. Understanding Epistemology: demonstrates an E1.1 demonstrate an understanding of some of the main understanding of the main questions in epistemology, questions in epistemology and of the positions of major philosophers and schools E1.2 summarize the positions of various major of philosophy with respect to some of these questions philosophers and schools of philosophy on some of the E2. Exploring Epistemology: demonstrate an main questions in epistemology understanding of epistemological theories, and evaluate E2.1 explain different epistemological theories with responses to some of the main questions in epistemology reference to some classic and contemporary texts by major philosophers and schools of philosophy E2.3 evaluate the strengths and weaknesses of E3. Making Connections to Epistemology: demonstrate philosophical responses to some of the main questions in an understanding of connections between epistemology epistemology and other areas of philosophy, other subject areas, and E3.2 explain ways in which metaphysics draws from and various aspects of society, including everyday life influences other areas of philosophy E4. Philosophical Reasoning in Epistemology: use E4.3 correctly use terminology related to epistemology philosophical reasoning skills to develop, communicate, and defend their own responses to epistemological questions Thought Experiment Suppose that while you are sleeping one night, a team of brilliant, but evil, neuroscientists sneak into your room, inject you with a powerful sedative, and carry you off to their isolated, top-secret laboratory. They strap you down, cut a big hole in the top of your head, and remove your brain. They dispose of your body, and transfer your brain to a vat of nutrients. They carefully connect every one of your brain’s nerve endings to an electrode. Each electrode is plugged into a huge computer.

The computer is programed and operated by a team of psychologists who have been secretly studying you for years. They know everything about you, including your behaviour, personality, likes, dislikes, relationships, and bodily dimensions. They have studied your family, and where you live and go to school. The computer program connected to your brain sends signals to it that are exact replicas of the sensory impulses that used to travel back to your brain whenever you saw, smelled, touched, heard, or tasted something with your bodily senses.

After what seems like a long and restful sleep, you wake up. You open your eyes to see your own messy bedroom. You hear your mother calling your name, telling you that you will miss your bus to school. You can smell burned toast coming from the kitchen. Everything seems normal. You think you are in your own house because you seem to be experiencing it with your senses, but really you are simply a bodiless brain in a vat.

Can your wrong belief, which is based on your sense experiences, be considered knowledge? Can we rely on our senses to acquire knowledge? Additional Information  Adapted from Hilary Putnam’s famous Brain in a Vat thought experiment from Reason, Truth and History (1981) in Paquette, Paul G., et al. Philosophy: Questions and Theories. McGraw-Hill Ryerson, 2003  Putnam came up with this scenario as a modern-day version of Rene Descartes’ evil genius thought experiment (in his 1641 Meditations on First Philosophy)  Can be used to explore the schools of epistemology empiricism and rationalism  Can also be applied to key metaphysical questions: What is understood by the concept of “being”? What is the relationship of mind to matter? What is the self? What is personal identity? THOUGHT EXPERIMENT - MILK MISTAKE

Branch: Epistemology Key Questions: What is knowledge? What is required to justify a belief? Does knowledge require certainty? Overall Expectations: Specific Expectations: E1. Understanding Epistemology: demonstrates an E1.1 demonstrate an understanding of some of the understanding of the main questions in main questions in epistemology epistemology, and of the positions of major E1.2 summarize the positions of various major philosophers and schools of philosophy with philosophers and schools of philosophy on some of respect to some of these questions the main questions in epistemology E2. Exploring Epistemology: demonstrate an E2.1 explain different epistemological theories with understanding of epistemological theories, and reference to some classic and contemporary texts evaluate responses to some of the main questions in E2.2 compare how different philosophers and/or epistemology by major philosophers and schools of schools of philosophy approach the same philosophy epistemological questions/issues E4. Philosophical Reasoning in Epistemology: use E2.3 evaluate the strengths and weaknesses of philosophical reasoning skills to develop, philosophical responses to some of the main communicate, and defend their own responses to questions in epistemology E4.3 correctly use terminology related to epistemological questions epistemology Thought Experiment Before today, John has always spoken the truth and doesn't make mistakes. On an uncharacteristically bad day, he plans to buy low-fat milk, but mistakenly tells his friend Sam he will buy whole milk. Still planning to buy low-fat, he goes to the store and accidentally buys whole milk.

Suppose someone asks Sam if he knows what kind of milk John bought. Sam says that he knows that John bought whole milk. Sam's statement is justified because he knows that John is always truthful, doesn't make mistakes, and said he would buy whole milk.

Sam holds the justified belief that John bought whole milk, even thought he was not there when the milk was purchased. And, it is true that John bought whole milk, even though it was accidental. Sam's belief about John's milk is true, by accident.

Can we say that Sam had knowledge of what type of milk John bought? Additional Information  Adapted from Edmund Gettier’s famous experiments from “Is Justified True Belief Knowledge?” (1963) in Manuel Velasquez: Philosophy: a Text with Readings. 7th ed. Thomson Wadsworth, 1999  Gettier-style thought experiments are meant to act as a criticism of the epistemological definition of knowledge as a “justified, true belief”  Can be used as a rebuttal to Plato’s Theaetetus, in which Socrates says that “true opinions” are generally considered knowledge when they are justified THOUGHT EXPERIMENT – THE TROLLEY PROBLEM

Branch: Ethics Key Questions: Should ethics be based on the result or intent of a given action? Under what conditions, if any, is it morally just for one person to violate another’s rights to benefit the group? Overall Expectations: Specific Expectations: D1. Understanding Ethics: demonstrates an D1.1 demonstrate an understanding of some of the understanding of the main questions in ethics, and main questions in ethics of the positions of major philosophers and schools D2.2 compare how different philosophers and/or of philosophy with respect to some of these schools of philosophy approach the same questions questions/issues in ethics D2. Exploring Ethics: demonstrate an D2.3 evaluate the strengths and weaknesses of understanding of theories in ethics, and evaluate philosophical responses to some of the main responses to some of the main questions in ethics questions in ethics by major philosophers and schools of philosophy; D3.1 demonstrate an understanding of the influence D3. Making Connections to Ethics: demonstrates that ideas related to ethics have on their everyday an understanding of connections between ethics life. and other areas of philosophy, other subjects, and D4.1 formulate and explain, using philosophical various aspects of society including everyday life; reasoning, their own clear and cogent responses to D4. Philosophical Reasoning in Ethics: use some of the main questions in ethics philosophical reasoning skills to develop, D4.2 evaluate and defend, in philosophical communicate, and defend their own responses to exchanges with others, their own responses to some philosophical questions in ethics. of the main questions in ethics, and anticipate and respond logically to counter-arguments Thought Experiment An out of control trolley cart is speeding down a track. There are 5 workers repairing a section of the track who are unaware that the trolley cart is headed toward them. The trolley is moments away from running them over. You have the ability to pull a lever and divert the trolley cart to another track. Unfortunately, there is one worker on the second track. You are the only person who has the ability to intervene.

Considering the situation, should you pull the lever? Provide a rationale for your decision. Additional Information  First proposed by Philippa Foot  Can serve as an introduction to the strengths and weaknesses of results-oriented/teleological ethics THOUGHT EXPERIMENT – THE MAGIC RING

Branch: Ethics Key Questions: Why do people behave ethically? Will people behave morally if there is no chance of being caught or punished? Overall Expectations: Specific Expectations: D1. Understanding Ethics: demonstrates an D1.1 demonstrate an understanding of some of the understanding of the main questions in ethics, and main questions in ethics of the positions of major philosophers and schools D2.3 evaluate the strengths and weaknesses of of philosophy with respect to some of these philosophical responses to some of the main questions questions in ethics D2. Exploring Ethics: demonstrate an D3.1 demonstrate an understanding of the influence understanding of theories in ethics, and evaluate that ideas related to ethics have on their everyday responses to some of the main questions in ethics life. by major philosophers and schools of philosophy; D4.1 formulate and explain, using philosophical D3. Making Connections to Ethics: demonstrates reasoning, their own clear and cogent responses to an understanding of connections between ethics some of the main questions in ethics and other areas of philosophy, other subjects, and D4.2 evaluate and defend, in philosophical various aspects of society including everyday life; exchanges with others, their own responses to some D4. Philosophical Reasoning in Ethics: use of the main questions in ethics, and anticipate and philosophical reasoning skills to develop, respond logically to counter-arguments communicate, and defend their own responses to philosophical questions in ethics. Thought Experiment You are on your way to school one day and find a ring on the ground. The ring looks cool and you decide to try it on. As you approach the school you see a group of your friends. You yell “wait up” but quickly realize that no one can see you. You have become completely invisible and can get away with anything that you do.

How would you use your power of invisibility? Could anyone resist the power of the ring? Why do some people’s actions change when they know that they will not be held accountable? Do people act justly simply to avoid punishment? Why should we be ethical? Additional Information  The Ring of Gyges is a mythical ring discussed by Plato in the Republic  Can serve as an introduction to the Ethics Strand: Why do people behave ethically? Will people behave morally if there is no chance of being caught or punished? Is morality a social construction? THOUGHT EXPERIMENT- THE ZOOKEEPER’S COLLECTION

Branch: Aesthetics Key Questions: Is art a uniquely human endeavour? Does it need to be consciously created by a human being?

Overall Expectations: Specific Expectations: H1. Understanding Aesthetics: demonstrate an H1.1 Demonstrate an understanding of some of the understanding of the mail questions in main questions in aesthetics aesthetics, and of the positions of major H3.2 explain ways in which aesthetics draws from and philosophers and schools of philosophy with influences other areas of philosophy respect to some of these questions H4.1 Formulate and explain, using philosophical H3. Making Connections to Aesthetics: reasoning skills, their own clear and cogent responses demonstrate an understanding of connections to some of the main questions in aesthetics. between aesthetics and other areas of H4.2 Evaluate and defend, in philosophical exchanges philosophy, other subject areas, and various with others, their own responses to some of the mail aspects of society, including everyday life questions in aesthetics. H4. Philosophical Reasoning in Aesthetics: use H4.3 Correctly use terminology related to aesthetics. philosophical reasoning skills to develop, communicate and defend their own responses to questions in aesthetics. Thought Experiment: Concerned that their gorillas seem to be bored, zookeepers put art materials in their habitats. They show the gorillas how to apply the paints to the canvas, then leave the gorillas to their own devices.

After a few days they are delighted to find that the gorillas have produces colourful abstract paintings. Without saying who did the paintings, the keepers show them to their artist friends who praise them. An expert from an art gallery is interested in showing them. When the artists learn that gorillas painted the pictures, they are genuinely perplexed.

Are the pictures artworks or just curiosities made by gorillas?

Additional Information  Can be connected to key questions: What is art? Is art a uniquely human endeavour? Does it need to be consciously created by a human being?  Can be connected to key metaphysical and ethical questions: What is a person? What are our ethical responsibilities to higher mammals?  Examples of art by non-humans to help illustrate thought experiment: - http://www.koko.org/world/art.html - http://www.elephantartgallery.com/ THOUGHT EXPERIMENT- AESTHETIC WORTH

Branch: Aesthetics Key Questions : Can art with objectionable content still have aesthetic quality? How do we determine aesthetic worth? Can the determination of aesthetic worth be objective? Can propaganda be art? Does art have social value? Overall Expectations : Specific Expectations : H1. Understanding Aesthetics: demonstrate an H1.1 Demonstrates an understanding of some of the understanding of the main questions in main questions in aesthetics (e.g., What is art? Are aesthetics, and of the positions of major aesthetic judgments subjective or objective? Can philosophers and schools of philosophy with propaganda be art? Should art have social value?); respect to some of these questions; H3.1 Demonstrate an understanding of the influence H3. Making Connections to Aesthetics: that ideas related to aesthetics have on their demonstrate an understanding of connection everyday life. between aesthetics and other areas of H3.2 explain ways in which aesthetics draws on and philosophy, other subject areas, and various influences other areas of philosophy (e.g., ethics) aspects of society, including everyday life; H4.1 Formulate and explain, using philosophical H4. Philosophical Reasoning in Aesthetics: use reasoning skills, their own clear and cogent philosophical reasoning skills to develop responses to some of the main questions in communicate, and defend their own responses aesthetics. to questions in aesthetics. Thought Experiment : Three people, Aqeel, Jane and Rajiv, watch the movie Triumph of the Will, a documentary about Hitler’s Germany made in 1935 during the Nazi regime. Aqeel, who is a film director, admires the filmmaking technique and considers the movie a classic. Jane, a historian, values the film as a historical document that gives us today a view of the Nazis as they saw themselves. Rajiv is a student of political science thinks that the film should be watched by people to help them remember and understand racism and fascism.

All three admire the film for different reasons, and disagree with one another about the value of the film. Who is right?

Additional Information  Triumph of the Will (Dir. Leni Riefenstahl), 1935.  “The Wonderful Horrible Life of Leni Riefenstahl”. Documentary about the life and work of the director of Triumph of the Willl: - http://www.youtube.com/watch?v=azDS_1DKOEQ (Part 1) - http://www.youtube.com/watch?v=nh0yT60EPXw (Part 2)  Review of the documentary by Roger Ebert: http://www.rogerebert.com/reviews/great-movie- triumph-of-the-will-1935 THOUGHT EXPERIMENT - THE DRAGON IN THE GARAGE

Branch: Philosophy of Science Key Questions: What is science? How does science differ from pseudo-science? What is scientific method? Overall Expectations : Specific Expectations: F1. Understanding the Philosophy of Science: F1.1 Demonstrate an understanding of some of the main demonstrate an understanding of the main questions questions in the philosophy of science in the philosophy of science, and the positions of F1.2 Summarize the positions of various major major philosophers and schools of philosophy with philosophers respect to some of these questions F2.1 explain different theories in the philosophy of F2. Exploring The Philosophy of Science: science with reference to some classic and contemporary demonstrate an understanding of theories in the texts philosophy of science, and evaluate responses to F3.1 Demonstrate an understanding of the influence that some of the main questions in metaphysics by major ideas related to the philosophy of science have on their philosophers and schools of philosophy everyday life. F3. Making Connections to the Philosophy of F3.2 Explain ways in which the philosophy of science Science: demonstrate an understanding of draws from and influences other areas of philosophy connections between the philosophy of science and other areas of philosophy, other subject areas and various aspects of society, including everyday life. Thought Experiment: Carl tells everyone at school that he has a dragon in his garage. All of his friends (and some other people who just couldn’t believe it) come over after school to see it. When all the curious people are assembled Carl opens his garage door and everyone curiously peers in. But all they see in the garage Carl’s mom’s car, some old paint cans, and other stuff that people typically keep in a garage. “Where’s the dragon?” one person calls out.

Carl says ‘Oh, we can’t see it, it’s an invisible dragon.’ Carl’s friends are perplexed. How could they detect the dragon without seeing it? “Why don’t we put down sand, so we can see the dragon’s footprints?”, one person suggests. Carl explains that that idea won’t work because the dragon flies, and so doesn’t leave any footprints. “Why don’t we get a motion detector, so when the dragon moves around we’ll detect it?”, says another person. Carl explains that this also won’t work because motion detectors don’t work on dragons, due to their unusual nature. Carl’s friends suggest various ways of trying to detect it but for each method of detection, Carl explains to his friends that due to the dragon’s unusual nature, it cannot be detected. For all of the suggestions, Carl always seems to have some reason why the dragon can’t be detected. Some of his friends are wondering if maybe the dragon doesn’t exist. Carl is of sound mind, sincere, and confident in his assertion that the dragon really is in the garage. Carl’s friends can’t prove there’s no dragon. No research or observation they could do would falsify (prove false) Carl’s claim that there is a dragon in his garage.

Is there a dragon there? How should Carl’s friends react? Should they trust Carl and also believe in the dragon in the garage? Is there a dragon in your garage?

Additional Information:  The “dragon in the garage” was first proposed by science-fiction writer Carl Sagan in his 1995 book The Demon-Haunted World (Random House). Text can be found here: http://www.godlessgeeks.com/LINKS/Dragon.htm  Can serve as an introduction for further work on atheism, agnosticism or proofs for the existence of God in the Metaphysics strand. Also connects to epistemology (‘What is justified, true belief?’)  You Tube video that walks you through the thought experiment and discusses the implications for scientific knowledge and philosophy of religion, features images, text on the screen, and subtitles. http://www.youtube.com/watch?v=jJRy3Kl_z5E  Karl Popper discusses falsifiability in the first chapter of The Logic of Scientific Discovery (1934) THOUGHT EXPERIMENT- WHAT A HEADACHE!

Branch: Philosophy of Science Key Questions: How might predominant ideas from the philosophy of science affect whether you choose to seek treatment from practitioners of alternative or conventional medicine? Overall Expectations: Specific Expectations: F1. Understanding the Philosophy of Science: F1.1 Demonstrate an understanding of some of the main demonstrate an understanding of the main questions questions in the philosophy of science (e.g., What is in the philosophy of science, and the positions of science? Is astrology a science?); major philosophers and schools of philosophy with F2.1 Explain different theories in the philosophy of respect to some of these questions; science with reference to some classic and contemporary F2 Exploring the Philosophy of Science: texts. demonstrate an understanding of theories in the F3.1 Demonstrate an understanding of the influence that philosophy of science, and evaluate responses to ideas related to the philosophy of science have on their some of the main questions in the philosophy of everyday life. (e.g., How do we decide whether claims science by major philosophers and schools of are true or not?) philosophy; F4.2 Evaluate and defend, in philosophical exchanges F3 Making Connections to the Philosophy of with others, their own responses to some of the main Science: demonstrate an understanding of questions in the philosophy of science, and anticipate and connections between the philosophy of science and respond to counter-arguments. other areas of philosophy, other subject areas and various aspects of society, including everyday life; F4. Philosophical Reasoning in the Philosophy of Science: use philosophical reasoning skills to develop, communicate, and defend their own responses to questions in the philosophy of science. Thought Experiment: Amira and Sudhir have terrible headaches and desperately want to cure them. They heard from their science teacher that in the history of medicine, many treatments have been disproved (shown to not work), and that any medical treatment from a doctor could be shown at any time by a scientific investigation to not work.

At their local yoga studio there are people who practice Therapeutic Touch, a commercially trademarked method of healing involving invisible, un-measurable ‘energy’. The two have heard that claims about the good effects of Therapeutic Touch cannot be disproved. No studies have ever shown it to not work, because practitioners of Therapeutic Touch have rejected all studies. They claim that their healing method cannot be replicated by scientists in a laboratory environment.

Amira and Sudhir are confused about how to best cure their headaches. Is it better to use medicine, which can be disproved, or Therapeutic Touch, which cannot be disproved? What is the difference between allopathic medicine (conducted by doctors in hospitals), and alternative healing? Additional Information:  Karl Popper discusses falsifiability in the first chapter of The Logic of Scientific Discovery (1934).  ABC News report on Emily Rosa, a 9 year old who conducted a study of Therapeutic Touch, a non-evidence based healing precise, and the use of Healing Touch in hospitals. http://www.youtube.com/watch?v=mNoRxCRJ-Y0  Webpage of Therapeutic Touch Ontario: http://www.therapeutictouchontario.org/  New York Times article on Emily Rosa and Therapeutic Touch: http://www.nytimes.com/1998/04/01/us/a-child-s-paper-poses-a-medical-challenge.html? sec=&spon=&pagewanted=all THOUGHT EXPERIMENT – LANDSCAPING DILEMMA

Branch: Social/Political Philosophy Key Questions: How should goods and services be distributed? What are the social and financial implications for distribution by merit, equality and equity? Overall Expectations: Specific Expectations: G1. Understanding Social and Political Philosophy: G1.1 demonstrate an understanding of some of the main demonstrates an understanding of the main questions in questions in social and political philosophy social and political philosophy, and of the positions of G1.2 summarize the positions of various major Western major philosophers and schools of philosophy with philosophers and schools of philosophy on some of the respect to some of these questions main questions in social and political philosophy G2. Exploring Social and Political Philosophy: G2.3 evaluate the strengths and weaknesses of demonstrate an understanding of theories in social and philosophical responses to some of the main questions in political philosophy, and evaluate responses to some of social and political philosophy the main questions in social and political philosophy by G3.1 demonstrate an understanding of the influence that major philosophers and schools of philosophy ideas related to social and political philosophy have on G3. Making Connections to Social and Political their everyday life Philosophy: demonstrate an understanding of G4.1 formulate and explain, using philosophical connections between social and political philosophy and reasoning skills, their own clear and cogent responses to other areas of philosophy, other subject areas, and some of the main questions in social and political various aspects of society, including everyday life philosophy G4. Philosophical Reasoning in Social and Political G4.3 correctly use terminology related to social and Philosophy: use philosophical reasoning skills to political philosophy develop, communicate, and defend their own responses to questions in social and political philosophy

Thought Experiment Daniel, Sheza and Keira, three high school students, recently formed a landscaping company to earn money for university. This weekend the three high school students have a contract to plant trees and tend to the garden at Keira’s neighbour’s house. At the end of a long day of work, the payment is received. The three students now must decide how the funds should be distributed.

Sheza, who worked tirelessly all day, argued that everyone has contributed to the completion of the job. She believes that the money should be divided evenly between the three workers. She is asking for the funds to be distributed according to Simple Equality.

Keira argued that she should be given a greater portion of the funds as she worked hard all day and found the customer and negotiated the contract. She argues that the people who work the hardest should reap the most benefits. She is asking for the funds to be distributed according to Merit.

Daniel, whose arm was in a sling due to a work-related accident last week, argued that he is entitled to a greater portion of the funds. Although he was not as productive this week, he has shown loyalty to the company and now needs additional funds to pay for his cast. He is asking for the funds to be distributed according to Equity. An equitable distribution is one that considers special needs.

Who has presented the strongest argument? Additional Information  Can serve as an introduction to the strengths and weaknesses of the merit, equity and equality arguments with relation to the distribution of goods and services in our everyday lives.  Can be followed by an examination of Robert Nozick, John Rawls, and Ronald Dworkin’s positions on the fair distribution of goods and services in society. THOUGHT EXPERIMENT - VEIL OF IGNORANCE

Branch: Social/Political Philosophy Key Questions: How can one decide what the best system of government is? Do all people have the right to equal treatment? What are an individual’s rights and responsibilities? Is it possible in a democracy for the government to adhere to the will of the majority and still respect the views of the minority? How should goods and services be distributed in a society? Overall Expectations: Specific Expectations: G1. Understanding Social and Political Philosophy: G1.1 demonstrate an understanding of some of the main demonstrates an understanding of the main questions in questions in social and political philosophy social and political philosophy, and of the positions of G1.2 summarize the positions of various major Western major philosophers and schools of philosophy with philosophers and schools of philosophy on some of the respect to some of these questions main questions in social and political philosophy G2. Exploring Social and Political Philosophy: G2.1 explain different theories in social and political demonstrate an understanding of theories in social and philosophy with reference to some classic and political philosophy, and evaluate responses to some of contemporary texts the main questions in social and political philosophy by G2.3 evaluate the strengths and weaknesses of major philosophers and schools of philosophy philosophical responses to some of the main questions in G3. Making Connections to Social and Political social and political philosophy Philosophy: demonstrate an understanding of G3.1 demonstrate an understanding of the influence that connections between social and political philosophy and ideas related to social and political philosophy have on other areas of philosophy, other subject areas, and their everyday life various aspects of society, including everyday life G4.1 formulate and explain, using philosophical G4. Philosophical Reasoning in Social and Political reasoning skills, their own clear and cogent responses to Philosophy: use philosophical reasoning skills to some of the main questions in social and political develop, communicate, and defend their own responses philosophy to questions in social and political philosophy G4.3 correctly use terminology related to social and political philosophy Thought Experiment You have been appointed the supreme creator of the government and social structure for a new country that is being established. You are responsible for designing all political and social systems for the country, including how resources, such as education, welfare, job opportunities, and natural materials, are distributed among the inhabitants. Once you have designed the political and social structures, you will live in and become a citizen of the country.

However, while you are creating the rules for your society, you are ignorant of who you will be within it. You do not know if you’ll be rich or poor, male or female, young or old, outgoing or shy, popular or ignored. You do not know what kind of family, job, or skills you’ll have. Since you do not want to gamble with your future, you decide to try to create the fairest society you can, where things are distributed as equally as possible. Your aim is to have as few unfortunate in as few unfortunate situations as possible. How do you go about designing this just society? What do ultimately fair political and social systems look like? Additional Information  Adapted from John Rawls’ Theory of Justice (1971)  Rawls claimed that persons of authority should adopt the ‘Veil of Ignorance’ or ‘Original Position’ when making social and political decisions, in order to do so justly  Can be followed by an examination of John Locke and Thomas Hobbes’ versions of the social contract theory